You are here:

What Should We Investigate Next? A Scoping Exercise to Identify Variables of Relevance in Teachers’ Views on Technology-Related Issues
PROCEEDINGS

, Trinity College Dublin, Ireland ; , Marino Institute of Education, Ireland ; , , Trinity College Dublin, Ireland

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: The authors explore qualified teachers’ responses to a questionnaire on technology-related issues in order to identify future research areas. Variables examined include: satisfaction levels with ICT education in pre- and post- qualification courses; with technology in classrooms; technical assistance available in schools; choices for use of state funding; and relationships of gender, level taught, self-reported competency, and self-identified barriers to technology use with the selected data. Findings suggest some areas that may be worthy of further investigation, for example: differing levels of satisfaction with pre-service education, and emphasis on reducing pupil/teacher ratio, rather than on technology enhancement, as a preferred option for funding.

Citation

FitzGibbon, A., Egan, A., Oldham, E. & Girvan, C. (2012). What Should We Investigate Next? A Scoping Exercise to Identify Variables of Relevance in Teachers’ Views on Technology-Related Issues. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3218-3223). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

View References & Citations Map

References

  1. Ananiadou, K., & Claro, M. (2009). 21st Century Skills and Competences for the New Millennium Learners in OECD Countries. OECD Working Papers.
  2. Athanassios, J. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers& Education, 55 (3), 1259-1269.
  3. Egan, A., & FitzGibbon, A. (2010). Preservice teachers' vision of ICT in the classroom. Society for Information Technology& Teacher Education International Conference, San Diego, California, March 2010, Association for the Advancement of Computing in Education, Charlottesville, VA. 3226-3231.
  4. FitzGibbon, A., Oldham, E., Johnston, K. (2008). Are Irish Student-Teachers Prepared to be Agents of Change in Using IT in Education. Society for Information Technology& Teacher Education International Conference, Las Vegas, Nevada, March 2008. Association for the Advancement of Computing in Education. Charlottesville, VA. 1397-1404.
  5. FitzGibbon, A., Oldham, E., Johnston, K., & Loxley, A. (2004). Experiences and Expectations of Preservice Teachers in the Republic of Ireland with regard to Information and Communications Technologies in Education. Society for Information Technology& Teacher Education International Conference, Atlanta, Georgia, March 2004, Association for the Advancement of Computing in Education, Charlottesville, VA. 2158-2165.
  6. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers& Education, 51 (4), 1499-1509.
  7. Johnston, K., FitzGibbon, A., Oldham, E., & Seery, A (2006). Have Irish Pre-Service Teachers Crossed the Digital Divide? Society for Information Technology& Teacher Education International Conference, Orlando, Florida, March 2006, Association for the Advancement of Computing in Education, Charlottesville, VA. 1651-1658.
  8. Kay, R.H. (2006). Evaluating Strategies Used To Incorporate Technology Into Preservice Education: A Review Of the Literature. Journal of Research on Technology in Education, 38 (4), 383-408.
  9. Li, N., & Kirkup, G. (2007). Gender and Cultural Differences in Internet Use: A study of China and the UK. Computers and Education, 48 (2), 301-317.
  10. Martinovic, D., & Zhang, Z. (2011). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education (0). In Press, Corrected Proof
  11. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
  12. Morris, D. (2011). Are teachers technophobes? Investigating professional competency in the use of ICT to support teaching and learning. Procedia-Social and Behavioral Sciences, 2 (2), 4010-4015.
  13. Niederhauser, D.S., & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service teachers’ Instructional Technology Outcome Expectations. Computers in Human Behavior, 26 (3), 436-442.
  14. Novak, D.I., & Knowles, J.G. (1991). Beginning Elementary Teachers' Use of Computers in Classroom Instruction. Action in Teacher Education, 13 (2), 43-51.
  15. Ottenbreit-Leftwich, A.T., Glazewski, K.D., Newby, T.J., & Ertmer, P.A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers& Education, 55 (3), 1321-1335
  16. Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers& Education, 58 (1), 449-458.
  17. Rizza, C. (2011). ICT and Initial Teacher Education: National Policies. OECD Working Papers.
  18. Rovai, A.P., & Childress, M.D. (2002). Explaining and Predicting Resistance to Computer Anxiety Reduction among Teacher Education Students. [Article]. Journal of Research on Technology in Education, 3 5(2), 226.
  19. Teo, T., Ching Sing, C., David, H., & Chwee Beng, L. (2008). Beliefs about teaching and uses of technology among pre-service teachers. Asia-Pacific Journal of Teacher Education, 36 (2), 163-174.
  20. Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers’ Perceptions: barriers and supports to using technology in the classroom. Education, Communication& Information, 5 (2), 183-206.
  21. Zhao, Y., Pugh, K., Sheldon, S., & Byers, J.L. (2002). Conditions for Classroom Technology Innovations. Teachers College Record 104 (3), 482.-3223 DASHDASH

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.