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ERIC Number: EJ821467
Record Type: Journal
Publication Date: 2005-Oct
Pages: 27
Abstractor: As Provided
Reference Count: 86
ISSN: ISSN-1475-939X
Changes in Educational Beliefs and Classroom Practices of Teachers and Students in Rich Technology-Based Classrooms
Levin, Tamar; Wadmany, Rivka
Technology, Pedagogy and Education, v14 n3 p281-307 Oct 2005
This study was conducted in the framework of a project that sought to change the school learning and teaching environment and adapt it to current reality through the proactive use of technology in the search for knowledge. It is an exploratory, longitudinal, case study of a single school, in one city in central Israel, which examines changes in educational beliefs, classroom practices, and knowledge restructuring processes of six teachers of grades 4-6, who for three years experienced an approach to teaching and learning focusing on information-rich tasks in an information-rich environment. The main findings show different patterns and rates of change in teacher educational beliefs, knowledge restructuring processes and classroom practices. They also demonstrate that students of teachers whose educational beliefs and classroom practices radically changed and which reflected a constructivist approach to learning regarded learning as a process of engaging with complex, context-related tasks requiring multiple viewpoints, whereas students whose teachers had a traditional positivist approach saw technology-assisted learning as learning with technical tools. The study indicates a reciprocal rather than unidirectional relationship between teacher classroom practice and changes in teacher educational beliefs and knowledge restructuring processes. (Contains 1 table and 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel