Changes in Teachers' Concerns About Educational Computing

Wedman, John; Heller, Marvin; Strathe, Marlene

doi:10.1300/j025v03n02_08

Cited by 5 publications

(11 citation statements)

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“…Na osnovu analize nama dostupnih istraživačkih radova moguće je primetiti da se istraživanja nastavničkih briga u vezi sa digitalnim tehnologijama u nastavi javljaju u vreme kada te tehnologije dobijaju širu upotrebu u različitim delatnostima i svakodnevnom životu. Prva takva istraživanja realizovana su i objavljena osamdesetih godina prošlog veka (Ciccheli & Beacher, 1985;Cumming, 1988;Heller & Martin, 1987;Wedman & Heller, 1984;Wedman et al, 1986) u Sjedinjenim Američkim Državama. Ta problematika je ostala aktuelna do današnjih dana, a istraživanja se realizuju i u drugim zemljama.…”

Section: Kada Se Započelo Sa Istraživanjima Nastavničkih Briga O Digi...unclassified

“…Uočava se da su u poslednjim decenijama istraživane nastavničke brige u vezi sa digitalnim tehnologijama u nastavi koja se ostvaruje u fizičkom okruženju realne učionice (Burke et al, 2017;Donovan et al, 2007;Hao & Lee, 2015;Jong, 2016;Liu & Huang, 2005), ali i brige koje se odnose na onlajn nastavu (Farmer & West, 2019;Rakes & Dunn, 2015). Osnovna svrha prvih istraživanja o nastavničkim brigama u ovom domenu ogledala se u tome da pomognu kreatorima obrazovnih politika da donesu odluke, da kreiraju planove uvođenja digitalnih tehnologija u nastavu (Liu & Huang, 2005) i da razviju programe inicijalnog obrazovanja i stručnog usavršavanja nastavnika (Ciccheli & Beacher, 1985;Wedman & Heller, 1984;Wedman et al, 1986), a u nekima od njih naglašava se i potreba umrežavanja i razvijanja zajednica nastavnika koje bi se bavile tim pitanjima (Heller & Martin, 1987). U istraživačkim radovima objavljenim poslednjih godina prepoznaju se iste te implikacije, ali se u većoj meri ističe važnost razumevanja autentičnih briga nastavnika i stvaranja prostora da se čuje glas nastavnika u procesu donošenja odluka (Donovan et al, 2007;Farmer & West, 2019;Hao & Lee, 2015).…”

Section: šTa Se I Zašto Istraživalo?unclassified

“…U istraživanjima nastavničkih briga polazi se od različitih metodoloških pristupa. Istraživanja iz osamdesetih godina XX veka isključivo su kvantitativna (Ciccheli & Beacher, 1985;Heller & Martin, 1987;Wedman & Heller, 1984;Wedman et al, 1986), a taj metodološki pristup ostaje zastupljen i u najnovijim istraživanjima (Burke et al, 2017;Hao & Lee, 2015;Liu & Huang, 2005;Rakes & Dunn, 2015). Krajem osamdesetih javljaju se prva kvalitativna istraživanja (Cumming, 1988) i ona ostaju zastupljena i u najnovijim istraživanjima te problematike (Farmer & West, 2019).…”

Section: šTa Se I Zašto Istraživalo?unclassified

“…U istraživanjima koja polaze od kvantitativne istraživačke paradigme anketiranje je najzastupljenija tehnika za prikupljanje podataka, pri čemu je korišćen instrument Upitnik o stadijumima briga -The Stages of Concern Questionnaire (George et al, 2013). Taj instrument je korišćen samostalno u originalnoj verziji (Ciccheli & Beacher, 1985;Heller & Martin, 1987;Wedman & Heller, 1984;Wedman et al, 1986;Liu & Huang, 2005;Rakes & Dunn, 2015), u revidiranoj verziji (Burke et al, 2017;Jong, 2016) ili u kombinaciji sa još nekom vrstom upitnika (Hao & Lee, 2015;Rakes & Dunn, 2015). U kvalitativnim istraživanjima u najvećoj meri je zastupljena tehnika intervjuisanja, pri čemu su korišćeni polustrukturirani protokoli za intervju (Cumming, 1988;Farmer & West, 2019).…”

Section: šTa Se I Zašto Istraživalo?unclassified

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Recapitulation of empirical research on teachers’ difficulties in applying digital technologies in teaching

Todorović¹,

Ivanović²,

Mekić³

et al. 2023

ISJ-Monte

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This paper provides a concise overview and analysis of research that shows the results of teachers' difficulties in using digital technologies in teaching. The aim of the work is to identify specific research problems, how they have transformed over time, what methodology was applied in those researches and what empirical knowledge was obtained. The analysis of the results showed that different methodological solutions are used in the research, and that there are different problems of teachers, the most dominant of which is information about digital technologies and the function that teachers manifest in the process of their application in teaching. In the concluding discussion of the work, research is listed that can contribute to the understanding of the authentic difficulties of teachers in the application of digital technologies in teaching and the development of a context that would enable teachers to effectively solve these concerns.

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Section: Kada Se Započelo Sa Istraživanjima Nastavničkih Briga O Digi...unclassified

Section: šTa Se I Zašto Istraživalo?unclassified

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Recapitulation of empirical research on teachers’ difficulties in applying digital technologies in teaching

Todorović¹,

Ivanović²,

Mekić³

et al. 2023

ISJ-Monte

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“…Two studies have suggested that the personal and professional needs and concerns of the college faculty and classroom teachers, particularly as they shape attitudes, influence the extent of computer use [7,8]. Other research into the relationship between attitudes and levels of computer use has been directed primarily towards the undergraduate student population [9][10][11][12].…”

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confidence: 99%

A Profile of Computer Use among the University of Illinois Humanities Faculty

Jacobson

Weller

1987

Journal of Educational Technology Systems

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The faculty of the School of Humanities of the University of Illinois at UrbanaChampaign (UIUC) were surveyed to assess their current use of and attitudes towards educational computing. The respondents were generally self-trained in computer use, indicated positive attitudes to, and made frequent use of computers. Frequency of computer use, level of general computing skills, computer interest, and anxiety were analyzed according to respondent rank, sex, and age. Faculty perceptions of obstacles to computer use in the humanities indicate a need to address issues of funding for hardware, quality of software, training, and technical support. The main faculty interests in applications software include word processing, desktop publishing, graphics, database management, communications, and computer-assisted instruction. While recognizing that humanities faculty do not have the same level of involvement in computing as faculty in more "technical" disciplines, UIUC humanists, as a group, are clearly not intimidated by computer technology.The infusion of computing into higher education has been widely heralded as a critical issue, one that evokes predictions of profound or revolutionary changes [I]. While there are many who may debate the radical articulation of this position, there is no question that most colleges and universities in the United States are expanding their computer resources, particularly in the area of microcomputers. As more and easier to use computer hardware and software are made available on college campuses, computing is extending into fields, such 83

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Concerns of teachers about technology integration in the USA

Liu

Huang

2005

European Journal of Teacher Education

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Changes in Teachers' Concerns About Educational Computing

Cited by 5 publications

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Recapitulation of empirical research on teachers’ difficulties in applying digital technologies in teaching

Recapitulation of empirical research on teachers’ difficulties in applying digital technologies in teaching

A Profile of Computer Use among the University of Illinois Humanities Faculty

Concerns of teachers about technology integration in the USA

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