Teachers' learner-centered beliefs and concerns regarding instructional technology
Glenda Rakes, Michael Spaulding, University of Tennessee at Martin, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Attention has been paid to several cognitive and affective constructs that may affect teachers’ willingness to adopt the use of instructional technology. Both cognitive and affective factors can influence an individual’s future behavior. In this study, the cognitive construct of teacher beliefs about teaching and learning as well as the affective construct of teacher concerns related to instructional technology use were investigated. Both beliefs and concerns factors are trainable characteristics that can be used as a basis for the creation of effective professional development activities. This study used two measures to explore differences between teacher beliefs about teaching and learning and teacher concerns regarding the use of instructional technology. Results indicated lower concerns regarding the effect of technology on students across all groups. Results also indicated that learner-centered teachers exhibited significantly higher-level Refocusing concerns than non-learner-centered teachers. Implications for professional development are presented.
Rakes, G. & Spaulding, M. (2009). Teachers' learner-centered beliefs and concerns regarding instructional technology. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2083-2089). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).