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Elementary School Teachers' Beliefs about the Role of Technology in 21st-Century Teaching and Learning

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Bibliographic Details
Title: Elementary School Teachers' Beliefs about the Role of Technology in 21st-Century Teaching and Learning
Language: English
Authors: O'Neal, LaToya J., Gibson, Philip, Cotten, Shelia R.
Source: Computers in the Schools. 2017 34(3):192-206.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2017
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DRL1404467
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Educational Technology, Technology Uses in Education, Technology Integration, Teacher Attitudes, Qualitative Research, Urban Schools, Elementary School Teachers, Value Judgment, Skill Development, Barriers, Focus Groups, Intervention, Teaching Methods, Technological Literacy
DOI: 10.1080/07380569.2017.1347443
ISSN: 0738-0569
Abstract: Technological advancements have led to changes in the expectations placed on K-12 teachers. Teachers are now expected to better equip students with 21st-century skills, making it important to understand teachers' beliefs about the role of technology in teaching and learning and the skills their students need to be successful. Using a qualitative approach, the current study explores these beliefs among a group of urban elementary school teachers in the southeastern United States. Results suggest that, although teachers see the value of technology for teaching and learning, they require more guidance on what constitutes 21st-century skills and how to effectively integrate technology.
Abstractor: As Provided
Number of References: 24
Entry Date: 2017
Accession Number: EJ1153915
Database: ERIC
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Abstract:Technological advancements have led to changes in the expectations placed on K-12 teachers. Teachers are now expected to better equip students with 21st-century skills, making it important to understand teachers' beliefs about the role of technology in teaching and learning and the skills their students need to be successful. Using a qualitative approach, the current study explores these beliefs among a group of urban elementary school teachers in the southeastern United States. Results suggest that, although teachers see the value of technology for teaching and learning, they require more guidance on what constitutes 21st-century skills and how to effectively integrate technology.
ISSN:0738-0569
DOI:10.1080/07380569.2017.1347443