Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related variables

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise ‘teachers’ constructivist teaching beliefs’, ‘teacher attitudes towards computers in education’, ‘teachers’ computer motivation’, ‘teacher perception of ICT‐related policy’. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher‐related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT‐related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher‐related variables and ICT integration in the classroom is partly in line with findings in non‐Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.     

Little experience with ICT: Are they really the Net Generation student-teachers?

The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e., past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes.     

Factors related to pedagogical beliefs of teachers and technology integration

In Taiwan, teachers are expected to integrate technology into instruction with learner-centered beliefs; however, teacher beliefs and practices may differ. The contextual factors influencing this inconsistency must be identified. This study first examines the relationship between pedagogical beliefs of teachers and teaching activities, and further identifies differences between teacher beliefs and teaching activities of Taiwanese teachers in each factor associated with technology integration. In total, 1139 elementary school teachers filled out a set of questionnaires that collected information about teacher pedagogical beliefs, frequent teaching activities, and factors associated with technology integration. Chi-square test results reveal that most Taiwanese teachers held learner-centered belief, but did not integrate constructivist teaching with technology. This analytical result confirms the conflict between teacher beliefs and teaching activities. Two-way analysis of variance results demonstrate that external requests and student test scores were principal considerations for constructivist teachers. Constructivist teaching with technology to enhance student achievement should influence teacher beliefs and practices. The study recommends that future studies conduct a cross-nation comparison to elucidate the factors associated with technology integration in different cultural contexts.     

Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and their typical approach to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: ‘computers as an information tool’, ‘computers as a learning tool’ and ‘basic computers skills’. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point at a specific relationship between teachers’ belief profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.     

ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT’

In many developing countries, integration of ICT is a key component of an educational reform agenda. These countries can draw on a tradition of research in the developed world on factors determining integration of ICT in education. In this tradition, this study investigates the current situation of ICT integration in teacher education in Vietnam, an emerging developing country at the beginning of integrating ICT in education. 783 educators of five Vietnamese teacher education institutions completed a questionnaire. This analysis illuminates teacher educators’ access to ICT, their intensity of use, their related skills, and their confidence in using ICT, as well as their conceptions of learning. Exploratory multiple regression analysis addresses the importance of these different factors at the level of the educator for use of ICT in teaching practice. Even though teacher educators adhere to a constructivist approach to student learning, the use of ICT applications in teaching practice remains limited, mostly replacing traditional teaching practices. The factors currently determining the use of ICT in teaching practice are ICT skills (β = .522) and computer confidence (β = .158). Suggestions are provided for the country to move beyond an access and skills based approach of integration of ICT in education and for emerging developing countries to cease the promise of ICT for education.     

The impact of primary school teachers’ educational beliefs on the classroom use of computers

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.     

Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences

The purpose of the study was to explore possible links between student socioeconomic status (SES), beliefs about information and communication technologies (ICTs), and out-of-school learning resources. Grades 5 and 6 students (N = 345) who were enrolled in one private and six public elementary schools in Greece, located in areas with different demographic characteristics, responded to a questionnaire addressing their ICT self-efficacy and value beliefs, out-of-school ICT access and activities, perceived parental support and regulation of home ICT activities, and access to sources of technological support beyond the family. Findings showed that students from all SES family backgrounds tended to have positive views about the value of ICTs, but students from low-SES families expressed lower confidence in their ICT skills. Parents from all SES backgrounds appeared to view equally favorably their children’s engagement with ICTs, and perceived parental support correlated highly with students’ ICT value beliefs. However, students from low-SES families appeared to have fewer opportunities to develop ICT competencies, which may explain why they expressed less positive self-efficacy beliefs. Findings stress the need for school ICT integration efforts to take into account student differences in prior experiences and to be coordinated with students’ home computer use.     

Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration

Given the prevalence of computers in education today, it is critical to understand teachers’ perspectives regarding computer integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and variables that best discriminate between teachers who integrate computers and those who do not. Discriminant Function Analysis indicated seven variables for elementary teachers and six for secondary teachers (accounting for 74% and 68% of the variance, respectively) that discriminated between high and low integrators. Variables included positive teaching experiences with computers; teacher’s comfort with computers; beliefs supporting the use of computers as an instructional tool; training; motivation; support; and teaching efficacy. Implications for support of computer integration in the classroom are discussed.     

Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations

The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.     

The beliefs behind the teacher that influences their ICT practices

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’ beliefs and attitudes to ICT as ‘barriers’ to ICT integration ( [Ertmer et?al., 2007], [Higgins and Moseley, 2001] and [Loveless, 2003]). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform in Australia. The paper draws on data collected through the initial phase of a research project that involved an Industry Collaborative of four Catholic primary schools (prep - grade 7). Data are drawn from teacher surveys, interviews and document analysis. The results present specific links between ICT beliefs that are informing teachers’ practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.     

Teacher self-efficacy,academic self-efficacy,and computer self-efficacy as predictors of attitude toward applying computer-supported education

There is a large body of research regarding teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education of teachers and prospective teachers. However, no study has been conducted on the correlation among the effects of teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education and which additionally explains their relationships to one other. This research is conducted in order to test the effect levels among the latent variables of teacher self-efficacy, academic self-efficacy, computer self-efficacy, and attitude toward applying computer-supported education and these latent variables' ratios to each other. For this, eight hypotheses were developed in light of theoretical information by reviewing the literature. This research is done by using Academic Self-Efficacy Scale, Teacher Self-Efficacy Scale, Computer Self-Efficacy Scale, and The Attitude Scale Toward Applying Computer-Supported Education. The participant group of the research consists of 323 prospective teachers. Exploratory factor analyses of scales were analyzed via SPSS 16.0 software. For the confirmatory factor analyses of scales and the structural equation modeling, AMOS 20.0 software was used. The most significant finding of this study is that teacher self-efficacy, academic self-efficacy, and computer self-efficacy are important predictors of prospective teachers' attitude toward applying computer-supported education.     

Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration

Given the prevalence of computers in education today, it is critical to understand teachers’ perspectives regarding computer integration in their classrooms. The current study surveyed a random sample of a heterogeneous group of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and variables that best discriminate between teachers who integrate computers and those who do not. Discriminant Function Analysis indicated seven variables for elementary teachers and six for secondary teachers (accounting for 74% and 68% of the variance, respectively) that discriminated between high and low integrators. Variables included positive teaching experiences with computers; teacher’s comfort with computers; beliefs supporting the use of computers as an instructional tool; training; motivation; support; and teaching efficacy. Implications for support of computer integration in the classroom are discussed.     

Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice

The purpose of this study was to identify how pre-service teachers' self-efficacy beliefs for technology integration (SETI) can be improved during the coursework intervention, and which of the course factors (instructional media development skills, knowledge on technology, and lesson planning practice) has the highest impact on the SETI. This research also attempted to explore a more inclusive path of the direct and indirect influences between SETI and other non-course variables (computer use, teachers' attitude towards computers (TAC), changes in TAC). A total of 136 undergraduate students at a teacher education university in Korea participated in the study. Our data analyses illustrated significant increase of prospective teachers' SETI after their completion of education technology course resulting mostly from lesson planning practice. The hierarchical multiple regression revealed that the pre-service teachers with higher positive attitudes toward computers and greater ability for lesson planning showed higher increase in their levels of SETI. The path analysis indicated that these two factors influenced the SETI directly, rather than indirectly. Lesson planning practice did not affect pre-service teachers' attitudinal growth. Implications on effectiveness of the lesson planning and attitudinal factors on SETI, and suggestions for teacher education course design are discussed.     

Mutual Misunderstanding: Preservice Science Teachers’ and Instructors’ Mismatching(?) Priorities

Abstract

There is a growing movement to incorporate and integrate ethics and socioscientific issues (SSIs) into the school science curriculum. Educating prospective science teachers about the importance of SSI is an important aspect of this movement. One area of particular interest is the role of participant beliefs about SSI in shaping the content of teacher education courses, particularly in the physical sciences. This study compared the beliefs of teacher candidates with the beliefs of their instructors on the topic of injecting ethics and SSI into teaching the physical sciences. Findings indicate that teacher candidates have progressive views about teaching ethics and SSI. However, instructor practices are based on a belief that their students hold the opposite view. The result is a mismatching of student and instructor priorities and ambiguity around the teaching of science and ethics.     

Introducing pocket PCs in schools: Attitudes and beliefs in the first year

As more schools adopt the use of handheld computers in their classrooms, research that systematically tracks their introduction is essential in order to develop a model for successful implementation leading to improved classroom teaching. This research report seeks to explore the realities of introducing and integrating handheld computers into five Victorian schools in Australia where the initiative is owned and funded by the schools themselves. The research focused on how teachers’ attitudes and beliefs evolved over about 6–7 months of implementing the pocket PCs in their teaching. The findings indicated that the effect of pocket PCs on the attitudes of primary teachers were mixed while that on the secondary teachers was uncertainty. However, both primary and secondary teachers shared similar beliefs in the motivational aspect of the technology on student engagement and its capacity to cater for weaker students, particularly in English, but not for the more academic students. Issues such as leadership roles, the time-consuming nature of lesson preparation, the need to integrate higher-order thinking tasks with pocket PC usage and personal ownership for successful integration of the technology are discussed.     

Computer skills instruction for pre-service teachers: A comparison of three instructional approaches

The computer self-efficacy of teachers contributes positively to their technology integration self-efficacy. Many studies have examined instructional strategies that foster computer self-efficacy but not their corresponding impact on teachers’ technology integration self-efficacy. This study investigated the instructional strategies used for pre-service teacher computer skills instruction and their corresponding impact on teacher computer self-efficacy and technology integration self-efficacy. Using a multiple case-study approach, video recordings were made of the class sessions of three participating instructors throughout a semester. Content analysis of these video recordings found the instructors using three approaches of computer skills instruction: Extensive behavioral modeling, targeted behavioral modeling, and independent problem-solving. Analysis of pre and post-study student survey responses also found that the three instructional approaches raised their perceived computer self-efficacy. However, the effect sizes were largest when the independent problem-solving approach was used. This approach was also found to have had better motivational effects on students than the extensive behavioral modeling approach. On the other hand, computer skills instruction increased students’ technology integration self-efficacy only when instructors modeled teaching-related examples and provided students with multiple mastery experiences of technology integration practices. The applications of the three computer skills instructional approaches for teacher education are discussed.     

Efficacy of a planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers

The primary purpose of this study was to examine beliefs contributing to student teachers’ and experienced teachers’ intentions to use computer applications in their curricula. The secondary purpose was to investigate the efficacy of the decomposed theory of planned behavior for predicting such intentions. A purposeful sample of 19 teachers participated in semi-structured interviews. Results showed that both student and experienced teachers were motivated to use computers to prepare students for real world experiences. Although both groups reported high computer confidence, they expressed limitations in their usage. Student teachers focused on use of the Internet and not on using a variety of computer applications as tools for teaching and learning. Experienced teachers depended on both equipment resources and personal support from school administrators to successfully integrate technology into their classroom. Both teacher groups expressed the need for more computer-integrated training. This research provided support for using the decomposed theory of planned behavior to predict computer intentions and usage for teachers. Assessment of computer usage within any profession should be based upon a behavior model that complements the profession’s cultural environment.     

Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education

Abstract This article explores student teachers' views of the use of information and communication technologies (ICT) in schools. There is limited research literature regarding the perceptions that such students develop in relation to the use of ICT in teaching while observing practice in schools. The paper offers an interpretive analysis of the opinions that a cohort of undergraduate student teachers at a Scottish University expressed in an online forum, following a period of school placement. As part of their initial teacher education (ITE), the students were asked to post messages on the forum in relation to the factors that they perceived as promoting or hindering the use of ICT in schools. Perceptions that students held were found to be complex and varied. Students associated the use of ICT with changes in the nature of classroom relations, as well as a reshaping of learning and teaching. While they welcomed the introduction of ICT as a tool for modernising teaching, students identified a variety of factors that hinder this process. The paper finishes by identifying some of the implications for those working with student teachers in encouraging their development of reflective practice with ICT and enhancing their positive attitudes in relation to the use of ICT in schools.     

How and why do student teachers use ICT?

This paper examines how and why student teachers made use of information and communication technology (ICT) during a 1‐year initial teacher education programme from 2008 to 2009. This is a mixed methods study involving a survey (N = 340) of the entire cohort and a series of semi‐structured interviews with a sample of student teachers within the cohort (N = 21). The study explored several themes, including the nature of student teachers' use of ICT; variation in the use of ICT; support for, and constraints on, using ICT; attitudes to ICT and to teaching and learning more generally. It was found that nearly all teachers were receptive to using ICT – more so than their in‐service counterparts – and made frequent use of it during their placement (internship) experience. The Interactive Whiteboard (IWB) was central to nearly all student teachers' use of ICT, in good part, because it was already used by their mentors and was widely accessible. Student teachers' use of ICT was categorized in three levels. Routine users focused mostly on the use of the IWB for whole class teaching; extended users gave greater opportunities for pupils to use ICT for themselves; innovative student teachers used ICT in a greater range of contexts and made more effort to overcome barriers such as access. ICT use was seen as emerging from a mix of factors: chiefly student teachers' access to ICT; their feeling of ‘self‐efficacy’ when using ICT; and their belief that ICT had a positive impact on learning – in particular, the impact on pupils' behavioural and affective engagement. Factors which influenced ICT use included mentoring, training and support. Limitations on student teachers' use of ICT are explored and it is suggested that new teachers need to be supported in developing a more discerning use as they begin their teaching careers.     

Exploring the potential of the will,skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology

Research has shown that will (positive attitudes), skill (technology competency), and tool (access to technology tools) are all essential ingredients for a teacher to effectively integrate information technology into classroom practices. This study focuses on the will, skill and tool as essential measures for the predictability of technology integration, reported by the study participants and measured by stages of adoption of teachers in Ghana. Attempts are made to explore the extent to which these parameters differ among the teachers and also influence technology integration. Furthermore, the parameters are proposed for use in modelling the process of technology integration for these teachers. Well validated instruments spanning the areas of attitudes, competencies, access and technology integration proficiencies were used to collect data from 120 mathematics prospective teachers and 60 practicing mathematics teachers from Ghana. The data was analyzed using regression analysis. The results indicated that lack of teacher anxiety was the most important dimension of attitudes, and that skill is the strongest predictor of classroom integration of technology for the teachers. Significant differences existed between practicing and prospective teachers’ computer anxieties, competencies, and access levels.