The Relationship Between Teachers’ Beliefs about Computer Assisted- Instruction and Their Practice
Trish Stoddart, University of California at Santa Cruz
Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The current round of national reform efforts recommend a shift from teacher-directed transmission approaches to instruction towards student-centered conceptual approaches to teaching and learning which emphasize the social and cognitive construction of knowledge and the integration of advanced technology (American Association for the Advancement of Science, 1989; National Council of Teachers of Mathematics, 1989; National Science Teachers Association, 1990). Technology plays a key role in this new vision. It is commonly believed that microcomputers can be used to effectively develop student understanding and individualize instruction (Fuson & Brinko, 1985; Goldman, Pellegrino & Mertz, 1987; Resnick & Ford, 1981; Suppes & Morningstar, 1972). Simply installing computers in public school classrooms and labs, however, will not change teachers’ approaches to instruction. The way teachers integrate the use of technology into their teaching will be strongly influenced by their beliefs about the role technology can play in their instructional practice.
Stoddart, T. (1994). The Relationship Between Teachers’ Beliefs about Computer Assisted- Instruction and Their Practice. In J. Willis, B. Robin & D. Willis (Eds.), Proceedings of SITE 1994--Society for Information Technology & Teacher Education International Conference (pp. 52-56). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).