Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs

Autor/inn/en	Ottenbreit-Leftwich, Anne T.; Glazewski, Krista D.; Newby, Timothy J.; Ertmer, Peggy A.
Titel	Teacher Value Beliefs Associated with Using Technology: Addressing Professional and Student Needs
Quelle	In: Computers & Education, 55 (2010) 3, S.1321-1335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.06.002
Schlagwörter	Student Needs; Phenomenology; Portfolios (Background Materials); Observation; Interviews; Beliefs; Teacher Surveys; Hermeneutics; Use Studies; Technology Uses in Education; Technology Integration; Teacher Attitudes; Values; Educational Needs; Educational Practices + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Beobachtung; Interviewing; Interviewtechnik; Belief; Glaube; Hermeneutik; Benutzerschulung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Wertbegriff; Educational need; Bildungsbedarf; Bildungspraxis
Abstract	Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers' uses of technology. To measure value beliefs, teachers' uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning. (Contains 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10