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Teacher value beliefs associated with using technology: Addressing professional and student needs
ARTICLE

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Computers & Education Volume 55, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses of technology. To measure value beliefs, teachers’ uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.

Citation

Ottenbreit-Leftwich, A.T., Glazewski, K.D., Newby, T.J. & Ertmer, P.A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335. Elsevier Ltd. Retrieved May 24, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.06.002

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