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ERIC Number: EJ807642
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0360-1315
The Impact of Primary School Teachers' Educational Beliefs on the Classroom Use of Computers
Hermans, R.; Tondeur, J.; van Braak, J.; Valcke, M.
Computers & Education, v51 n4 p1499-1509 Dec 2008
For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers' educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers' use of computers to support the leaching or learning process a modified version of the "Class Use of Computers" scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). "Explaining different types of computer use among primary school teachers." "European Journal of Psychology of Education, 19"(4), 407-422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A