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Factors Affecting Teachers' Student-Centered Classroom Computer Use
ARTICLE

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Educational Media International Volume 48, Number 4, ISSN 0952-3987

Abstract

The present study aims at investigating which factors are relevant to induce teachers' student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined. Results from a four-step hierarchical regression reveal that student-centered classroom computer use could be significantly predicted by certain contextual factors: the type of school (secondary modern and high school), the existence of an ICT school policy plan, as well as by the individual teacher characteristics of belief in constructivist pedagogy and their frequency of classroom computer use. The final regression model accounted for approximately 31% of the variance in the outcome measure for these factors. (Contains 3 tables.)

Citation

Friedrich, H.F. & Hron, A. (2011). Factors Affecting Teachers' Student-Centered Classroom Computer Use. Educational Media International, 48(4), 273-285. Retrieved January 22, 2020 from .

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