Teachers' beliefs about using technology to enhance the learning process of at-risk students

Abstract

Abstract:In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers' beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not been explicitly expressed and these practices have not been explicitly witnessed.

Make my day! Teachers’ experienced emotions in their pedagogical work with disengaged students

“…According to Canrinus, Helms-Lorenz, Beijaard, Buitink and Hofman (2012) teachers' autonomy refers to when teachers feel free in their interactions with students and have the opportunity to adapt their teaching to the student. In addition, teachers' feelings of autonomy are also affected by the education system and the national achievement standards (Canrinus et al, 2012;Hargreaves, 2000, Moekotte, Brand-Gruwel & Ritzen, 2017.…”