NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1099003
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1475-939X
Teachers' Implicit Theories and Use of ICTs in the Language Classroom
Cárdenas-Claros, Mónica; Oyanedel, Marianna
Technology, Pedagogy and Education, v25 n2 p207-225 2016
This qualitative and exploratory case study sought to examine if and how implicit theories influence the implementation of information and communication technologies (ICTs) in the language classroom in Chile. To achieve this goal, data was gathered from nine experienced university instructors in English as a Second Language. Based on semi-structured interviews, a self-assessment skill survey, a record of the equipment available and document analyses, the authors' findings are presented in three sections: perceived affordances of ICTs, use of ICTs in practice and challenges for implementation of ICTs. They set out and discuss each theme, and conclude with suggestions for further research and pedagogical implications.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile