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Correlation between teachers’ pedagogical beliefs and teaching activities on technology integration
PROCEEDINGS

, National Changhua University of Education, Taiwan

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

In this study, correlation between teachers’ pedagogical beliefs and teaching activities on technology integration was determined to describe how Taiwan teachers who hold different pedagogical beliefs implemented teaching activities of technology integration. 192 elementary school teachers were invited to fill in a questionnaire. The result reveals the number of Taiwan teachers has implemented constructive-based teaching activities more than lecture-based teaching activities. Additionally, like past some research, teachers who hold constructivist pedagogical beliefs do not necessarily implement activities of constructive-based teaching while do implement not only project-based activity of constructivist approach but also demonstrative activity of traditional approach. Reason for correlation between pedagogical beliefs and teaching activities on technology integration are discussed and a future policy is recommended.

Citation

Liu, S.H. (2010). Correlation between teachers’ pedagogical beliefs and teaching activities on technology integration. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 892-898). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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