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

机译:预测ICT在中国小学课堂教学中的整合:探索与教师相关的变量之间的复杂相互作用

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摘要

Available research has explored a wide variety of factors influencing information and commu nication 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 class room 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 adminis tration, 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.
机译:现有的研究探索了影响课堂教学中信息和通信技术(ICT)的采用和集成的多种因素;然而,现有研究很少集中在这些变量的综合影响上。此外,在中国的语境下很少有可用的研究。鉴于仅在安静的文献中记载了教师信仰与教育实践之间相互作用的不同文化背景,后者非常重要。本研究着重于内部教师变量的复杂相互作用,以解释ICT课堂整合。这些变量包括“教师的建构主义教学信念”,“教师对教育计算机的态度”,“教师的计算机动机”,“教师对ICT相关政策的看法”。进行了一项调查,涉及820名中文小学教师。路径建模用于探讨与教师相关的变量对其ICT教室整合水平的直接和间接影响。首先,在中国背景下,可以区分两种不同类型的ICT使用:(a)教师对ICT的支持性使用,指的是将ICT用于以下方面:学生管理,准备工作表,开展评估活动; (b)在课堂上使用信息通信技术来支持和改善实际的教学过程。结果表明,课堂上对信息通信技术的使用直接取决于教师的计算机动机和对信息通信技术的支持性使用。教师的建构主义信念,他们对教育计算机的态度以及对与ICT相关的学校政策的理解都间接影响ICT的整合。结果表明,与教师相关的变量与教室中ICT集成之间的复杂相互作用如何部分与非亚洲背景下的发现一致。特定的中文环境可以解释许多差异。尤其是在教师的建构主义信仰与他们的ICT整合水平之间发现了间接的关系。

著录项

  • 来源
    《Journal of Computer Assisted Learning》 |2011年第2期|p.160-172|共13页
  • 作者单位

    Department of Educational Studies, University of Ghent, Dunantlaan 2, 9000, Ghent, Belgium;

    Department of Educational Studies, University of Ghent, Dunantlaan 2, 9000, Ghent, Belgium;

    Department of Educational Studies, University of Ghent, Dunantlaan 2, 9000, Ghent, Belgium;

    Department of Educational Studies, University of Ghent, Dunantlaan 2, 9000, Ghent, Belgium;

    Department of Educational Studies, University of Ghent, Dunantlaan 2, 9000, Ghent, Belgium;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    computer attitude; computer motivation; ict integration; teacher beliefs;

    机译:电脑态度;计算机动机;ICT整合;教师信念;
  • 入库时间 2022-08-17 13:19:13

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