Beliefs and ICT: What Can We Learn from Experienced Educators?
Technology, Pedagogy and Education Volume 20, Number 3, ISSN 1475-939X
This article contributes to this special edition of "Technology, Pedagogy and Education" by looking at beliefs about knowing and learning held by 15 teacher educators with longstanding involvement in the Association for Information Technology in Teacher Education. Beliefs were challenging to identify but were ascribed to participants through examining accounts of practice on the basis of "what they held true" about teaching and learning. The study uncovered a widely held core belief in knowing as constructivist and a more peripheral belief in learner-centred, or social constructivist, pedagogy. Identifying participants' beliefs helped to understand the frameworks in which judgements about teaching and learning with ICT were made even if the impact of beliefs on every day practice could not be taken for granted. The study discusses the importance of beliefs as a stable point of reference in teaching and learning; tensions in categorising beliefs; and the particular role of beliefs in relation to engagement with ICT.
Hammond, M. (2011). Beliefs and ICT: What Can We Learn from Experienced Educators?. Technology, Pedagogy and Education, 20(3), 289-300.
Cited ByView References & Citations Map
Identifying Ghanaian pre-service teachersâ readiness for computer use: A Technology Acceptance Model approach.
Stephen Adu Gyamfi, University of Lincoln, UK, United Kingdom
International Journal of Education and Development using ICT Vol. 12, No. 2 (Aug 17, 2016)
Using a technology integration course to move from student to teacher centered technology integrated approach
Michael Spaulding, University of TN Martin, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2589–2595
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