When Technology Goes Unnoticed: Teacher Beliefs and Assumptions about Technology Use in Three 9th Grade English Classrooms

Autor/inn/en	Garcia, Antero; Kelly, Mary Rose; Stamatis, Kristina
Titel	When Technology Goes Unnoticed: Teacher Beliefs and Assumptions about Technology Use in Three 9th Grade English Classrooms
Quelle	In: Pedagogies: An International Journal, 17 (2022) 1, S.54-75 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garcia, Antero)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2020.1781638
Schlagwörter	Teacher Attitudes; Teaching Methods; Futures (of Society); Student Interests; Grade 9; Technology Integration; Instructional Innovation; Decision Making; English Instruction; High School Students; Language Arts; Technology Uses in Education; English Teachers; Colorado + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Studieninteresse; School year 09; 9. Schuljahr; Schuljahr 09; Educational Innovation; Bildungsinnovation; Decision-making; Entscheidungsfindung; English langauage lessons; Englischunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachkultur; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This manuscript explores teacher beliefs about technology in three 9th grade English classrooms. Examining these teachers' pedagogical uses of technology and their discussion of technology with their students, this study highlights how teacher beliefs can render technology invisible. Teachers demonstrated consistent assumptions that technology would drive student interest. Further, only recent, futuristic innovations "counted" as technology to the teachers; word processing, presentation, and web-based tools driving today's business world did not "count" as technology in teachers' pedagogical decisions. Ultimately, this study highlights differences in contemporary educational research on teacher beliefs, teacher education, and how schools are currently treating technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01