You are here:

Factors related to pedagogical beliefs of teachers and technology integration
ARTICLE

Computers & Education Volume 56, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

In Taiwan, teachers are expected to integrate technology into instruction with learner-centered beliefs; however, teacher beliefs and practices may differ. The contextual factors influencing this inconsistency must be identified. This study first examines the relationship between pedagogical beliefs of teachers and teaching activities, and further identifies differences between teacher beliefs and teaching activities of Taiwanese teachers in each factor associated with technology integration. In total, 1139 elementary school teachers filled out a set of questionnaires that collected information about teacher pedagogical beliefs, frequent teaching activities, and factors associated with technology integration. Chi-square test results reveal that most Taiwanese teachers held learner-centered belief, but did not integrate constructivist teaching with technology. This analytical result confirms the conflict between teacher beliefs and teaching activities. Two-way analysis of variance results demonstrate that external requests and student test scores were principal considerations for constructivist teachers. Constructivist teaching with technology to enhance student achievement should influence teacher beliefs and practices. The study recommends that future studies conduct a cross-nation comparison to elucidate the factors associated with technology integration in different cultural contexts.

Citation

Liu, S.H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022. Elsevier Ltd. Retrieved April 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.12.001

Keywords

View References & Citations Map

Cited By

  1. Teacher Beliefs and Their Influence on Technology Use: A Case Study

    Rena Shifflet & Gary Weilbacher, Illinois State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 368–394

  2. Surveying in-service preschool teachers' technological pedagogical content knowledge

    Jyh-Chong Liang, National Taiwan University of Science and Technology; Ching Chai & Joyce Koh, Nanyang Technological University; Ching-Ju Yang & Chin-Chung Tsai, National Taiwan University of Science and Technology

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  3. An Interactive Multimedia Development Life Cycle Model Based on a Cognitive Theory of Multimedia Learning

    Nasrin Moradmand, Amitava Datta & Grace Oakley, The University of Western Australia, Australia

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 746–761

  4. Elementary school student perceptions regarding constructivist technology integration after teachers’ implementation over a longer period

    Shih-Hsiung Liu, National Changhua University of Education, Taiwan; Chiu-Feng Wu, Chia-yi Gang Ping Elementary School, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1444–1449

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.