Mapping teachers’ perceptions on technology use using the iTEaCH implementation model: A case study of a Singapore school

Cogent Education

Michael Choy¹  Yeow Ling Ng² 

[1] Institute for Adult Learning;Ministry of Education;

关键词: technology implementation;    pedagogical beliefs;    Collegiality;    Singapore school;    teacher’s preferences and beliefs;    Teachnology;    Technogogy;   

DOI  :  10.1080/2331186X.2015.1035527

来源: DOAJ

【 摘 要 】

Schools have seen an exponential increase in the range of Information and Communications Technology (ICT) being utilised for learning and teaching over the past decade. What is exciting is not just more technology but that there are more types of technology which teachers can choose from, based on their own pedagogical preferences. Set in the context of a primary school in Singapore, the findings from the survey of the 32 teachers and senior management indicate that there is a discrepancy between the types of technology currently being used and those which the teachers actually want to use. Reasons for this discrepancy could be attributed to the teachers’ positive desire to utilise more constructivist approaches to “Teachnology” use, to acquire more sophisticated “Technogogical” skills and to further grow the Collegiality to support the use and sustained growth of ICT in the school. The study also suggests that a granular examination of the teacher beliefs towards pedagogy, technology and collegiality may provide a more informed and targeted approach to implementing ICT in schools.

【 授权许可】

Unknown