We Can, We Know How. But Do We Want To? Teaching Attitudes towards ICT Based on the Level of Technology Integration in Schools

Autor/inn/en	González-Sanmamed, Mercedes; Sangrà, Albert; Muñoz-Carril, Pablo-César
Titel	We Can, We Know How. But Do We Want To? Teaching Attitudes towards ICT Based on the Level of Technology Integration in Schools
Quelle	In: Technology, Pedagogy and Education, 26 (2017) 5, S.633-647 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Sanmamed, Mercedes) ORCID (Sangrà, Albert) ORCID (Muñoz-Carril, Pablo-César)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1313775
Schlagwörter	Teacher Attitudes; Technology Integration; Computer Attitudes; Information Technology; Case Studies; Elementary School Teachers; Secondary School Teachers; Teacher Characteristics; Gender Differences; Age Differences; Teaching Experience; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Lehrerverhalten; Informationstechnologie; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ausland; Spanien
Abstract	Teachers' attitudes towards technology are crucial to foster its use in schools and to improve its educational affordances and this is still a topic for research. This article relates the attitudes school teachers have towards information and communication technologies (ICT) with the different levels of technology integration in schools. A multiple case-study research methodology was applied, and in which the school was the unit of sampling used. Thirty-five schools from eight Spanish regions were selected, and 1222 questionnaires were collected, representing 78.9% of the sample. Three combined variables were utilised to classify schools in four different levels of technology integration. Results suggest level 4 school teachers exhibit better attitudes towards ICT, which results in creating a positive circle which improves the learning process. This becomes relevant for teacher education and professional development, as effective ICT integration in the classroom can perform as a catalyst for educational innovation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01