(854)TECHNOLOGY-ENHANCED LEARNING: FACTORS EXPLAINING TEACHERS' TECHNOLOGY USE AND PRODUCTIVITY

摘要

The paper reports on an exploratory, longitudinal study, which examined six teachers’ views on the factors explaining teachers' technology use and productivity in a technology-enriched classroom environment in grades 4 to 6. Three case studies were selected for analysis for exploring the relation between these views, and the changes that occurred in the teachers’ educational beliefs and practices with technology-based instruction. The findings point to two developmental patterns in teachers’ views on the factors affecting technology use in the classroom: the first is concerned with the source of influence on technology adoption, and focuses mainly on the human factor; The second is concerned with the nature of the influence when using technology in the classroom, ranging from technical to cognitive transformation. The three case studies reveal the complexity of the relations between teachers’ views concerning the supporters and inhibitors of technology use, and the changes that occur in teachers’ views and practices teachers' experience with technology.