Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs.
In this paper, we devise a diagrammatic conceptualization to describe and represent the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technolog...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 5; pp. 470 - 489 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105343585&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343585 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2009 vid: 25 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343585 105343585 2010457713 10.1111/j.1365-2729.2009.00323.x 105343585 ppf: 470 ppct: 19 formats: tig: atl: Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs. aug: au: Chen F Looi C Chen W affil: National Institute of Education, Singapore sug: subj: Computers and Computerization Utilization Faculty Attitudes Teaching Methods Adult Child Faculty-Student Relations Female Funding Source Goals and Objectives Knowledge Outcomes of Education Schools, Elementary Singapore Teachers Human Adult: 19-44 years Child: 6-12 years Female ab: In this paper, we devise a diagrammatic conceptualization to describe and represent the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology serves as an indicator of the teachers' developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. In our study, two teachers with differing knowledge, goals and beliefs are studied as they integrated GroupScribbles technology in their classroom lessons over a period of 1 year. Our findings reveal that the transition between the teacher's developmental states (as indicated by coherency diagrams) is nonlinear, and thus the importance of ensuring high coherency right at the initiation stage. Support for the teacher from other teachers and researchers remains an important factor in developing the teacher's competency to leverage the technology successfully. The stability of the KGB region further ensures smooth progression of the teacher's effective integration of technology in the classroom. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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