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Promoting teacher technology use in the classroom: An investigation of teachers’ learner-centered beliefs, teacher efficacy, and concerns
PROCEEDINGS

, University of Arkansas, United States ; , , University of Tennessee at Martin, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Although access to technology is not uncommon in today’s schools, teachers who know how to utilize that technology in order to support the needs of 21st century learners are far less common. After more than two decades of resolute effort, it is disconcerting that less than desirable progress has been made in the integration of effective technology use in the classroom. However, the literature also identifies a number of barriers preventing the effective integration of technology into coherent instructional practices. One barrier is teacher beliefs. In this study the authors investigated the following teacher beliefs: learner-centered beliefs, teacher efficacy, and consequence concerns. The results of this study indicated that learner-centered beliefs and teacher efficacy significantly influence consequence concerns with regard to technology use in the classroom.

Citation

Dunn, K., Rakes, G. & Rakes, T. (2011). Promoting teacher technology use in the classroom: An investigation of teachers’ learner-centered beliefs, teacher efficacy, and concerns. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4460-4462). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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