How academics use technology in teaching and learning: understanding the relationship between beliefs and practice.
This paper reports on a detailed investigation into the beliefs and practices of teachers in 22 computer-assisted learning projects in Australia in the mid-1990s. Detailed interview data were obtained, supported by the project software and other curriculum materials. The interview transcripts and do...
| Publicado en: | Journal of Computer Assisted Learning Vol. 22; no. 2; pp. 99 - 114 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2006
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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=106424959&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106424959 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2006 vid: 22 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106424959 106424959 2009141449 10.1111/j.1365-2729.2006.00163.x 106424959 ppf: 99 ppct: 15 formats: tig: atl: How academics use technology in teaching and learning: understanding the relationship between beliefs and practice. aug: au: Bain JD McNaught C affil: School of Curriculum, Teaching and Learning, Faculty of Education, Griffith University, Nathan Queensland 4111, Australia sug: subj: Learning Methods Teaching Methods Technology Utilization Australia Cluster Analysis Computer-Assisted Instruction Semi-Structured Interview Funding Source Human ab: This paper reports on a detailed investigation into the beliefs and practices of teachers in 22 computer-assisted learning projects in Australia in the mid-1990s. Detailed interview data were obtained, supported by the project software and other curriculum materials. The interview transcripts and documentary material were collated and condensed into rich descriptions; these were then coded on a number of belief and practice dimensions. The resulting profiles were clustered into five belief-practice categories: thoughtful instructors, pre-emptive professionals, conversational constructivists, learning facilitators and situated knowledge negotiators. These complex, yet interpretable, patterns of relationships between beliefs and practices are useful in understanding teachers' reluctance to change their teaching, one instance of which is the relatively limited uptake of technology in higher education. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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