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ERIC Number: ED430962
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
The Relationship between Teachers' Pedagogical Beliefs and the Level of Instructional Computer Use.
Olech, Carol A.
This study examined the relationship between elementary teachers' pedagogical beliefs and the level of their instructional computer use. Participating teachers had 2 years of experience using a computer network that provided students with an integrated learning system, several word processing packages, desktop publishing, a multimedia encyclopedia, and a presentation program. Teachers completed a 57-item questionnaire that assessed the criterion variable, level of computer use, and several independent variables (pedagogical orientation, innovativeness, computer relevance, computer self-competence, and subjective norms). One of the scales assessed pedagogical orientation and categorized teachers as having behaviorist, information-processing, or constructivist beliefs. Findings indicated that teachers were eclectic in their pedagogical orientation. There was a negative correlation between behaviorist beliefs and level of computer use. Teachers who embraced an information-processing pedagogy had a significantly higher level of computer use than did their behaviorist counterparts. Constructivist teachers' level of computer use was slightly less than that of the information-processing teachers, but was not significantly different from either the behaviorist or information-processing group. Once the personal variables of the teacher were used to predict level of computer use, the pedagogical orientation did not significantly contribute to the prediction of the model. Recommendations were made for the refinement of the questionnaire and for continued research in the relationship between teachers' pedagogical beliefs and instructional computer use. (Contains 20 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A