Teachers' Technology Use and the Change of Their Pedagogical Beliefs in Korean Educational Context

Autor/inn/en	Shin, Won Sug; Han, Insook; Kim, Insuk
Titel	Teachers' Technology Use and the Change of Their Pedagogical Beliefs in Korean Educational Context
Quelle	In: International Education Studies, 7 (2014) 8, S.11-22 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Technology Uses in Education; Teacher Attitudes; Elementary School Teachers; Structural Equation Models; Computer Attitudes; Technology Integration; Teacher Surveys; Measures (Individuals); Likert Scales; Reliability; Correlation; Predictor Variables; Factor Analysis; South Korea + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Messdaten; Likert-Skala; Reliabilität; Korrelation; Prädiktor; Faktorenanalyse; Korea; Republik
Abstract	Many researchers have attempted to identify the factors that lead teachers to use technology in the classroom. However, few studies have examined whether and how teachers' technology use change their pedagogical beliefs. Therefore, this study investigates how teacher-related factors influence teachers' use of technology, and how changes subsequently occur in their pedagogical beliefs when they incorporate technology into their teaching practice. The study participants were 659 in-service teachers from elementary schools in South Korea. We employed structural equation modeling to determine the relationship between the intrinsic and extrinsic factors influencing teachers' use of technology, as well as changes in their pedagogical beliefs. The results showed that an intrinsic factor, namely teachers' attitude toward technology, mostly drives their use of technology in practice, and triggers changes in their beliefs. In addition, extrinsic factors such as the pressure to use technology and administrative support can affect teachers' use of technology and changes in their beliefs. Finally, this study provides implications for teachers, school administrators, and policymakers that contribute to the discussion on technology integration in the classroom. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01