Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Tondeur, Jo; Braak, Johan van; Ertmer, Peggy A.; Ottenbreit-Leftwich, Anne

doi:10.1007/s11423-016-9481-2

Cited by 607 publications

(444 citation statements)

References 48 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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“…& Mouza, 2008), despite the efforts in technological infrastructure and professional development (Tondeur, Van Braak, Ertmer, & Ottenbreit-Leftwich, 2012). According to Cox, Preston, and Cox (1999), there has been a disappointingly low uptake of ICT.…”

Section: Barriers To Ict Adoptionmentioning

confidence: 99%

“…In recent years, the attention has moved toward second-order barriers, or teacher's pedagogical beliefs regarding the use of technology as a key factor in adoption (Tondeur et al, 2012). Mueller et al (2008) argue that the focus has changed to investigate individual differences in beliefs, attitudes, and skills among teachers.…”

Section: Barriers To Ict Adoptionmentioning

confidence: 99%

From professors’ barriers to organisational conditions in ICT integration in higher education

Guzmán

Nyvang

2018

LOM

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The responsibility of innovation with ICT in education has mainly been placed on professors as pivotal to adoption. However, professors are part of complex organisations with inherent obstacles related to their cultural and historical conditions. Despite some studies have stablished the complexity of internal and external barriers separately, others highlight on the importance of considering teachers' beliefs and contextual factors together. In this regard, the article aims to explore the underlying organisational factors affecting professors' adoption and institutional integration of technology, considering the professor as part of the organization. It contributes to the field of limitations and obstacles of ICT adoption, transcending the teachers' barriers approach toward organizational multi-dimensional limitations. The article describes the process of adoption of ICT as non-linear process of discovering barriers and proposing strategies to overcome them. Rather, as a process of development in which solving conflicts can generate other that must be contextually and collectively addressed. The findings contribute to the development of policies and strategies of professional development. The theoretical approach draws upon the cultural-historical activity theory as a tool to transcend the predominant study of barriers from teachers' perceptions and to obtain a comprehensive view of the obstacles restricting the adoption and integration of technology for teaching and learning purposes in higher education. Abstract in DanishDet videnskabelige personale har hidtal haft det centrale ansvaret for iktinnovation i universitetsuddannelser. Det videnskabelige personale indgår i komplekse organisationer med indbyggede forhindringer i form af kulturelle og historiske betingelser. Selvom nogle studier har adskilt interne og eksterne barrierer er der andre, som fremhaever at kontekstuelle betingelser og undervisernes personlige overbevisninger skal betragtes i en sammenhaeng. Denne artikel undersøger underliggende organisatoriske faktorers påvirkning af undervisernes adoption, ibrugtagning og institutionelle integration af ikt. Artiklen bidrager til afdaekning af begraensninger og forhindringer for adoption af ikt og bevaeger sig fra forståelsen af begraensninger og forhindringer som knyttet til individdet til at opfatte dem som organisatoriske multidimensionelle begraensninger. Denne artikel beskriver adoptionsprocessen som en ikkelineaer proces med afdaekning af barrierer og udvikling af strategier til at omgå dem. Processen opfattes her som en udviklingsproces, der løser konflikter eller ophaever modsaetninger mens nye opstår og de må håndteres med blik for konteksten og kollektivt i underviserfaellesskaber. Resultaterne bidrager til udvikling af politikker og strategier, der integrerer kompetenceudvikling og ikt-innovation blandt undervisere. Det teoretiske grundlag for artiklen er den kultur-historiske virksomhedsteori, Laering & Medier (LOM) -nr. 18 -2018 ISSN: 1903 http://www.lom.dk 3 der bruges som redskab...

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“…Despite many students attesting to technology as supportive of their learning, many teachers continue to restrict such application (Gillett-Swan & Sargeant, 2017;Kolikant, 2012;Tondeur, van Braak, Ertmer, & Ottenbreit-Leftwich, 2017;Wang, Hsu, Campbell, Coster, & Longhurst, 2014). Ignoring these possibilities not only limits educational innovation but stifles children's communication freedoms.…”

Section: Technological Advancesmentioning

confidence: 99%

Assuring children’s human right to freedom of opinion and expression in education

Gillett-Swan

Sargeant

2017

International Journal of Speech-Language Pathology

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The Universal Declaration of Human Rights elaborated for children through the United Nations Convention on the Rights of the Child, mandates each child's right to participate in all matters affecting them. In particular, Article 19 includes the child's right to freedom of expression and opinion, access to information and communication choice. However, many barriers placed on children's daily lives often restrict or limit the enactment of children's participatory rights in practice, most noticeably in education. It is often the adult who decides what, when and how children can communicate, and the extent children's views and opinions are sought, considered or incorporated. This paper explores how children's daily lives are mediated in ways that restrict their expression, voice and communication rights. Children spend a significant proportion of their daily lives in education settings yet the restrictions on children's access to information and communication choices do not reflect contemporary pedagogical thinking. Many school settings perpetuate the key participation barriers of adult attitude and knowledge, pedagogical tradition, organisational structure and technological advancement. Such barriers to engagement stifle the realisation of the child's communication rights that then limits educational enhancement. Supporting children's right to communicate via a range of media enables pedagogy supporting voice-inclusive practice.

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Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Cited by 607 publications

References 48 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

From professors’ barriers to organisational conditions in ICT integration in higher education

Assuring children’s human right to freedom of opinion and expression in education

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