‘Windows’ on Teachers’ Beliefs and Attitudes about School ICT Policy Statements

Vandeyar, Thirusellvan

doi:10.5901/mjss.2014.v5n14p339

Cited by 3 publications

(2 citation statements)

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“…Additionally, technologically deterministic researchers (Gellerstedt et al, 2018) have an implicit bias as they assume the goal of technology integration to be adoption, with non-adoption considered a failure (Straub, 2009). On the other hand, studies driven by educational researchers do not necessarily advocate for technology integration but rather aim to explore the educational issues surrounding the use of technology (Vandeyar, 2014;Lawrence & Tar, 2018).…”

Section: Introductionmentioning

confidence: 99%

Theories and Models Employed to Understand the Use of Technology in Education: A Hermeneutic Literature Review

2022

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Research that employs theory provides a framework and structure in which complex phenomenon, can be understood. While many theories have been developed to study people's technology usage, the plurality of perspectives offered are complex to navigate due to the diverse range of problems and topics addressed and the varied theoretical foundations used. Moreover, when focusing on the integration of technology within educational contexts, studies conducted by researchers with a technology focus mainly explore how and why using technology benefits education. On the contrary, studies driven by educational researchers do not necessarily advocate for technology integration but rather aim to explore the educational issues surrounding the use of technology. While triangulating theories can expand knowledge, selecting the most appropriate and suitable theory is often confusing and overwhelming. This paper is aimed at assisting and guiding researchers with this problem. A hermeneutic approach was followed to review the different theories and models commonly used to study technology acceptance/adoption/use within education, whilst catering for methodological diversity and cross-disciplinary dialogue. The dimensions of aims and purpose, strategy, paradigm, and perspective and value of technology were used to categorise the different theories, with four categories emerging. The review indicates that for researchers with a positivist paradigm, technocentric view, and who aim to predict or prescribe technology use in a normative manner, the categories of technology acceptance/adoption/use theories and education and technology models are most suitable. However, for researchers with an interpretivist paradigm who view technology as an enabler and aim to explain social dynamics of technology adoption in a descriptive manner, the categories of social theories and structuration theories are most appropriate. In addition, the categorisation of theories and the detailed account of the hermeneutic review method can be used to guide future researchers wanting to pursue similar studies.

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Section: Introductionmentioning

confidence: 99%

Theories and Models Employed to Understand the Use of Technology in Education: A Hermeneutic Literature Review

2022

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“…Teachers are claimed responsible for the lack of technology integration due to a misalignment between their beliefs and associated pedagogic practices (Ertmer, et al, 2015), the perceived external and internal barriers to technology integration (Sherman & Howard, 2012), and the inability to respond to current educational requirements (Prensky, 2010). Vandeyar (2014) contends that technology initiatives which undervalue the importance of teachers' beliefs are ineffective. According to Tondeur et al (2017), teachers do not unquestioningly embrace technology, as their beliefs about what constitutes "good" education are not based on technology use, but rather on the beliefs and perceived values guiding their pedagogic practice.…”

Section: Introductionmentioning

confidence: 99%

Understanding the influence of Teachers’ Beliefs and Professional Dispositions on Technology use in South African Secondary Schools before and during COVID

Sackstein¹,

Matthee²,

Weilbach³

EPiC Series in Computing

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Those advocating for technology integration within education claim that teachers need to reform their pedagogic practices to make learning more engaging and relevant. While educational technology researchers claim teachers are primarily responsible for these failures, it seems teachers do not embrace technology unquestionably. This paper aims to develop an understanding of how teachers’ beliefs and professional dispositions (PDs) influence technology use within different social and educational contexts. A set of three interviews were conducted at four South African secondary schools with vastly different social contexts, over different periods of time (before and during COVID) with cross-case analyses. Findings show that the provision of technology does not guarantee integration as use varies amongst teachers within technology-rich schools, with teachers who hold more positive Internal Beliefs (IBs) of technology not only focusing less on External Structure (ES) barriers, but also utilising technology in more varied ways, even to enhance and transform their pedagogic practices. Furthermore, teachers’ PDs seem to exist on a continuum and do not appear to be the sole influencer of technology use, with the context alongside the school’s technology policy and related technology structures influencing teachers’ IBs and resulting technology use. In addition, while mandatory use of technology during COVID led to more positive IBs as teachers understood the value of the technology, this only appears to be true if external structures (ESs) supported the learners as well. Moreover, all teachers expressed their belief that technology is no replacement for face-to-face teaching. Finally, the rich data from the interviews underlined the intricacies of factors influencing the use of technology in classrooms, indicating a need for a meta-theory to gain a holistic understanding of technology use by teachers.

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Digital Colonialism: South Africa’s Education Transformation in the Shadow of Silicon Valley

Kwet

2019

SSRN Journal

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‘Windows’ on Teachers’ Beliefs and Attitudes about School ICT Policy Statements

Abstract: Evidence from research, policy and practice reveals that information and communication technology (ICT)

Cited by 3 publications

References 40 publications

Theories and Models Employed to Understand the Use of Technology in Education: A Hermeneutic Literature Review

Theories and Models Employed to Understand the Use of Technology in Education: A Hermeneutic Literature Review

Understanding the influence of Teachers’ Beliefs and Professional Dispositions on Technology use in South African Secondary Schools before and during COVID

Digital Colonialism: South Africa’s Education Transformation in the Shadow of Silicon Valley

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