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Teachers' learner-centered beliefs and concerns regarding instructional technology
PROCEEDINGS

, , 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

Abstract

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.

Citation

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). Retrieved May 24, 2019 from .

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