How teachers use computers in instructional practice—Four case studies in a Dutch secondary school

Veen, W.J.M. van

doi:10.1016/0360-1315(93)90041-g

Cited by 39 publications

(29 citation statements)

References 3 publications

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“…In this regard, "teachers are likely to think about technology in the same way they think about other teaching methods, tools, or reform initiatives, depending on if or how they classify technology into one of these categories" (p. 30). The present study therefore supports earlier international research, which argues that teachers use ICT in ways that are congruent with their own pedagogical theories (Veen 1993;Lam, 2000;Gobbo & Girardi, 2001;Niederhauser & Stoddart, 2001;Zhong & Shen, 2002;Demetriadis et al, 2003;Tondeur et al, 2008;Tondeur et al, 2013). Furthermore, since the learning histories of individual teachers are invariably different, the impact on their cognitions will be different and so will their technology use.…”

Section: Understanding the Relationship: Findings And Discussionsupporting

confidence: 87%

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

Attia

Cases on Teacher Identity, Diversity, and Cognition in Higher Education

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Section: Understanding the Relationship: Findings And Discussionsupporting

confidence: 87%

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

Attia

Cases on Teacher Identity, Diversity, and Cognition in Higher Education

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“…Effective educational reform will only occur when teachers' attitudes, beliefs, a priori knowledge, and pedagogical content knowledge are taken into account seriously in general (Avargil, Herscovitz, Dori, 2012;Chen, & Wei, 2015;Haney, Czerniak & Lumpe, 1996;Shulman, 1986;Veen, 1993), and concerning ICT in particular (Arnold, Padilla, & Tunhikorn, 2009;Pelgrum, 2001). Therefore, exploring teachers' attitudes, personal beliefs and knowledge is a necessary first step, if any attempt to change teaching practices will be made (Van Driel, Bulte & Verloop, 2007).…”

Section: Introductionmentioning

confidence: 99%

Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Pietzner

Dori

Eilks

2017

EURASIA J MATH SCI T

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ICT belongs to modern life and is playing a growing role in education. For effective implementation of ICT in the classroom, teachers need to develop both positive attitudes and self-efficacy towards using these tools in educational settings. However, information measuring how positive such attitudes towards and how developed teachers' self-efficacy on the use of ICT in education are remains scarce. This study examines the development of prospective chemistry teachers' ICT-related attitudes and their corresponding self-efficacy. It focuses on secondary level chemistry pre-service teachers' attitudes and self-efficacy concerning the use of ICT in education in general, and in chemistry teaching in particular. Data was collected from pre-service teachers (n = 239) at different stages of their teacher education programs. The study describes the progression of domain-specific self-efficacy. It also investigates gender differences and highlights the influence of seminars on the use of ICT in science education.

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“…This is to ensure that teachers understand both the technological and the pedagogical components of technology integration. Similarly, [16] recommends that trainers shoulddeliver training based on individual teachers' experiences and skills with respect tothe computers and particular technology to be introduced. Variation in levels of training is important to ensure that the training conforms toindividual teachers' needs.…”

Section: ) Stages Of Trainingmentioning

confidence: 99%

The Developmental Process of Managing Virtual Training for Teachers

Razak¹,

Yusop²,

Perumal³

et al. 2015

IJIET

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Abstract-This paper explores the developmental process of managing virtual training for 120 teachers from three different schools. Training session's wereadministered in two phases: authentic environment andface-to-face virtual environment. Observation and content analysis were the two techniques employed in collecting the data. The outcome of the research was production of a system for managing virtual training for teachers. Index Terms-Virtual training, technology training, instructional materials, ICT com petencies.

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How teachers use computers in instructional practice—Four case studies in a Dutch secondary school

Cited by 39 publications

References 3 publications

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use

Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

The Developmental Process of Managing Virtual Training for Teachers

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