ERIC Number: EJ1158818
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: N/A
We Can, We Know How. But Do We Want To? Teaching Attitudes towards ICT Based on the Level of Technology Integration in Schools
Technology, Pedagogy and Education, v26 n5 p633-647 2017
Teachers' attitudes towards technology are crucial to foster its use in schools and to improve its educational affordances and this is still a topic for research. This article relates the attitudes school teachers have towards information and communication technologies (ICT) with the different levels of technology integration in schools. A multiple case-study research methodology was applied, and in which the school was the unit of sampling used. Thirty-five schools from eight Spanish regions were selected, and 1222 questionnaires were collected, representing 78.9% of the sample. Three combined variables were utilised to classify schools in four different levels of technology integration. Results suggest level 4 school teachers exhibit better attitudes towards ICT, which results in creating a positive circle which improves the learning process. This becomes relevant for teacher education and professional development, as effective ICT integration in the classroom can perform as a catalyst for educational innovation.
Descriptors: Teacher Attitudes, Technology Integration, Computer Attitudes, Information Technology, Case Studies, Elementary School Teachers, Secondary School Teachers, Teacher Characteristics, Gender Differences, Age Differences, Teaching Experience, Foreign Countries
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A