The Influence of Teachers’ Technology Use on Instructional Practices

Rakes, Glenda C.; Fields, Valerie S.; Cox, Karee E.

doi:10.1080/15391523.2006.10782467

Cited by 74 publications

(75 citation statements)

References 9 publications

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“…More importantly, with regards ICTs in education, it has been argued that the advent of computers and advanced information and communication technology calls for modification of students" and teachers" roles as it triggers a shift from teacher-centered to constructivist modes of classroom instruction ( [18]; [19]), and causes teachers to confront their established beliefs about instruction ( [20]). Thus, as educational innovations change the modes of school instruction in developed economies, this is also felt in developing economies (Zimbabwe included) of the world.…”

Section: Selected Forms Of Projected Mediamentioning

confidence: 99%

“…The amount of school subjects taught, the number of students in class, time constrain during planning, and the weekly teaching load has been cited as a major factor influencing much of what teachers do in their classrooms ( [28]; [29]; [30]; [20]). Moore, et al [28] reported that teachers resent assignments requiring them to teach subjects they do not know; entail considerable time for class preparations; or teaching very large classes.…”

Section: Workloadmentioning

confidence: 99%

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Information and Communication Technology in Classroom Situations in Rural and Urban Areas in Zimbabwe: A Comparative Study on the Use of Digital and Projected Media in Teaching and Learning at Six Secondary Schools in Masvingo

Musingafi

Chadenanga

2014

Review of Information Engineering and Applications

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Information and communication technology have taken centre stage of almost every interaction, communication and learning processes among people of this world. This study is a comparative analysis of the usefulness of modern information and communication technology (ICT) in the transmission Review of Information Engineering and Applications Contribution/ OriginalityThe overall aim of this study is to contribute a theoretical framework that will help towards the generation, development and use of ICTs and projected media in both urban and rural secondary schools in Zimbabwe and the world. Our aim is to widen the knowledge base and understanding of the generation, development and utilisation of ICTs and projected media in Zimbabwe and the global community.

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Section: Selected Forms Of Projected Mediamentioning

confidence: 99%

Section: Workloadmentioning

confidence: 99%

Information and Communication Technology in Classroom Situations in Rural and Urban Areas in Zimbabwe: A Comparative Study on the Use of Digital and Projected Media in Teaching and Learning at Six Secondary Schools in Masvingo

Musingafi

Chadenanga

2014

Review of Information Engineering and Applications

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“…The more teachers learn about computers, the more seminars they participate in that deal with specific subjects connected to teaching, the better they will be able to integrate the computer into their teaching methods (Hebenstreit, 1985;Rakes, Fields, & Cox, 2006;Yaghi, 1996). Training courses for teachers should emphasize the essential change in the teachers' role from conventional teaching methods to computer-oriented teaching methods (Hatfield, 1992;Morris, 1992;Steen & Taylor, 1993).…”

Section: Training Of Teachersmentioning

confidence: 99%

Changes in Teachers’ Classroom Instruction as a Result of Training in Computer Technology

Wasserman¹

2015

WJER

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“…Additionally, technology adoption was found to be a strong predictor of constructivist teaching. These findings are especially significant since they cite the benefits of technology adoption on higher cognitive skill and development of complex thinking (Rakes, Fields, & Cox, 2006 (Panda & Mishra, 2007). Lowther, Inan, Strahl, and Ross (2008) examined the impact of removing barriers to technology use on the integration of it in instruction.…”

Section: Personal Usementioning

confidence: 99%

“…With an emphasis on constructivist teaching, Rakes, Fields, and Cox (2006) examined the impact of personal technology use on teaching. They found low uses of instructional technologies were caused by lack of time with the tools.…”

Section: Personal Usementioning

confidence: 99%

Technology Use in Higher Education Instruction

Elzarka

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The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students whose relationships with technology are increasingly native, among others. The significance of the current study is based on the fact that few prior studies focused on the factors that support, or inhibit, the use of educational technology by faculty in schools of education. The data collection instrument was a survey designed by the principal investigator based on review of the literature and professional experience. Five constructs were addressed by the survey: institutional policies, belief in the learning benefits, efficacy with integrating technology with content, barriers to technology use, and personal uses of technology. The survey was administered online and targeted 379 full and part time faculty in schools of education throughout the U.S. A total of 203 faculty members responded which was a response rate of 53%. Several path analyses were conducted to determine the variables that most related with the dependent variable, rate of technology adoption for professional instructional purposes. The variable that had the strongest relationship with the adoption rate for professional use was the adoption rate for personal use. This held true for all subgroups except part-time and older faculty. Suggestions for future research include the use of additional data sources to measure the variables described here. Study of the role of institutional policies in technology adoption should consider administrator perspectives in addition to those of faculty. Study of learning benefits should consider students' views in addition to those of faculty. Finally, efficacy variables should consider perspectives of college leaders and administrators.v Acknowledgement

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The Influence of Teachers’ Technology Use on Instructional Practices

Abstract: Abstract

Cited by 74 publications

References 9 publications

Information and Communication Technology in Classroom Situations in Rural and Urban Areas in Zimbabwe: A Comparative Study on the Use of Digital and Projected Media in Teaching and Learning at Six Secondary Schools in Masvingo

Information and Communication Technology in Classroom Situations in Rural and Urban Areas in Zimbabwe: A Comparative Study on the Use of Digital and Projected Media in Teaching and Learning at Six Secondary Schools in Masvingo

Changes in Teachers’ Classroom Instruction as a Result of Training in Computer Technology

Technology Use in Higher Education Instruction

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