Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice.
Saved in:
| Title: | Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice. |
|---|---|
| Language: | English |
| Authors: | Ertmer, Peggy A., Ross, Eva M., Gopalakrishnan, Sangeetha |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2000 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Beliefs, Computer Uses in Education, Educational Technology, Elementary Secondary Education, Teacher Attitudes, Teaching Methods, Technology Integration |
| Abstract: | This research examined the pedagogical beliefs and classroom practices of 17 exemplary technology-using K-12 teachers. Specifically, the following questions guided data collection and analysis: (1) What are the pedagogical beliefs of exemplary technology-using teachers? (2) How do these beliefs facilitate and support meaningful uses of technology? and (3) What are teachers' perceptions regarding the incentives that foster meaningful use? Open-ended questionnaire, interview, and observation data were collected and analyzed to identify the beliefs and practices that were common, as well as distinct, across teachers. Findings suggest that teachers' exemplary technology practices were guided by strong pedagogical visions which were rooted in their beliefs about student-centered classrooms. Teachers' primary reasons for using technology related not to extrinsic rewards, but to the many ways in which students benefited. (MES) |
| Entry Date: | 2001 |
| Accession Number: | ED444530 |
| Database: | ERIC |
| Abstract: | This research examined the pedagogical beliefs and classroom practices of 17 exemplary technology-using K-12 teachers. Specifically, the following questions guided data collection and analysis: (1) What are the pedagogical beliefs of exemplary technology-using teachers? (2) How do these beliefs facilitate and support meaningful uses of technology? and (3) What are teachers' perceptions regarding the incentives that foster meaningful use? Open-ended questionnaire, interview, and observation data were collected and analyzed to identify the beliefs and practices that were common, as well as distinct, across teachers. Findings suggest that teachers' exemplary technology practices were guided by strong pedagogical visions which were rooted in their beliefs about student-centered classrooms. Teachers' primary reasons for using technology related not to extrinsic rewards, but to the many ways in which students benefited. (MES) |
|---|
