Teachers and Technology: Present Practice and Future Directions
Isha DeCoito, Western University, Canada ; Tasha Richardson, OISE/University of Toronto, Canada
CITE Journal Volume 18, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Technology cannot be effective in the classroom without teachers who are knowledgeable about both the technology itself and its implementation to meet educational goals. While technology use in the classroom is increasing, improving learning through its application should remain the goal. In this study, the authors explored 74 middle school teachers’ beliefs about and use of technology through a technology, pedagogy, and content knowledge (TPACK) lens. They sought to understand how middle school teachers use and perceive technology in practice and the factors influencing their pedagogical decisions to incorporate technology into their practice. Data included surveys, administered after a science, technology, engineering, and mathematics (STEM) outreach program and teacher interviews. Findings revealed that both internal and external barriers were present and influenced how teachers situated their pedagogy in terms of technology integration. It was also found that teachers were confident in content, pedagogy, and technology; however, most viewed technology as a tool rather than an embedded part of the learning process. This study contributes knowledge about professional development initiatives and the need to address not technology knowledge as much as the interdependence of technology, pedagogy, and subject content matter.
DeCoito, I. & Richardson, T. (2018). Teachers and Technology: Present Practice and Future Directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362-378. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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