Teachers’ Views of Computers as Catalysts for Changes in Their Teaching Practice

Dexter, Sara; Anderson, Ronald E.; Becker, Henry Jay

doi:10.1080/08886504.1999.10782252

Cited by 172 publications

(118 citation statements)

References 4 publications

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“…It appears that teachers belonging to schools engaged in ICT planning are more likely to apply ICT in an innovative way (Kozma, 2003). Dexter, Anderson, and Becker (1999) also conclude that successful ICT implementation depends upon goals shared by different actors and at different organisational levels. As a consequence, the development of an ICT school plan aiming at setting clear goals and defining the means to realise these goals, is a crucial step towards actual ICT integration (Bryderup & Kowalski, 2002).…”

Section: The Impact Of Ict School Policiesmentioning

confidence: 86%

ICT integration in the classroom: Challenging the potential of a school policy

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

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Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores ICT integration from a school improvement approach. More particularly, it examines the local school policy with respect to ICT integration from both the principal's perspective and perceptions of teachers. Furthermore, it studies the relationship between school policies and the actual use of ICT in the classroom. To answer the research questions, a representative sample of 53 primary school principals was interviewed. In addition, the interview data were supplemented with survey data of 574 teachers from the same 53 schools. What emerged from the analyses was that school-related policies, such as an ICT plan, ICT support and ICT training have a significant effect on class use of ICT. In addition, the findings from the interviews indicate that school policies are often underdeveloped and underutilised. The discussion section focuses on challenges to improve the potential of an ICT school policy.

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Section: The Impact Of Ict School Policiesmentioning

confidence: 86%

ICT integration in the classroom: Challenging the potential of a school policy

Tondeur

Keer

Braak

et al. 2008

Computers & Education

298

178

View full text Add to dashboard Cite

show abstract

“…However, it is not clear that technology causes teachers to adopt constructivist beliefs. Dexter, Anderson, and Becker (1999) found no support for the view that computers are a catalyst for instructional change and concluded that the view of computer as catalyst underestimates the impact of teachers' beliefs on how they teach, simplifies the processes of professional growth, and diverts attention from examination of how social norms and structures influence change. In their view, if teachers decide to use the computer in a constructivist manner, they do so, not because of features inherent in the technology, but on the basis of their knowledge and expertise.…”

Section: Teachers' Beliefs About Teaching With Technologymentioning

confidence: 99%

Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology

Albion

Ertmer

2002

TECHTRENDS TECH TRENDS

108

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“…Changes in teachers' teaching methods present more intricate materials to their learners, permit learners to work more independently and become a guide and facilitator in their instruction. A study was done by Dexter, Anderson and Becker (1999) in the US. Forty seven teachers took part in this study.…”

Section: Teachers' Pedagogical Methodsmentioning

confidence: 99%

Change of Iranian EFL Teachers’ Traditional Pedagogical Methods through Using Pronunciation Power Software in the Instruction of English Pronunciation

Gilakjani¹,

Sabouri²

2014

ELT

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The use of computer technology in learning and teaching has been studied by many studies but less research has been conducted for understanding users' feeling toward it and how this technology helps teachers develop their teaching methods. One of the computer technologies for the instruction of English pronunciation is Pronunciation Power software. This study examined the change of Iranian EFL teachers' traditional pedagogical methods in the use of Pronunciation Power software in teaching pronunciation. Qualitative method was used by the researchers. It involved semi-structured interview questions with a volunteer sample of four teachers from an open university in Iran. The researchers answered the research question related to the change of Iranian EFL teachers' traditional pedagogical methods toward using this software in teaching pronunciation. According to the findings obtained from the study, use of Pronunciation Power software by Iranian EFL teachers changed their traditional pedagogical methods. This change of teaching methods gave them more opportunities in the instruction of pronunciation.

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Teachers’ Views of Computers as Catalysts for Changes in Their Teaching Practice

Cited by 172 publications

References 4 publications

ICT integration in the classroom: Challenging the potential of a school policy

ICT integration in the classroom: Challenging the potential of a school policy

Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology

Change of Iranian EFL Teachers’ Traditional Pedagogical Methods through Using Pronunciation Power Software in the Instruction of English Pronunciation

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