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International Conference on Computer Supported Education

CSEDU 2015: Computer Supported Education pp 425–443Cite as

Teacher Technology Use: An Interplay of Learning Preference, Teaching Philosophy, and Perception of Technology

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Part of the book series: Communications in Computer and Information Science ((CCIS,volume 583))

Abstract

Teacher technology use is a key element in the successful teaching and learning of STEM (science, technology, engineering, and mathematics) courses. However, even with the increasing availability and number of new technologies and hi-tech learning environments, teachers don’t always integrate technology into their teaching practice in a meaningful way. Over the three-year period of this case study, we followed the experiences of two high school teachers working in a depressed urban setting as they began using a newly constructed, innovative, high-tech STEM classroom. Using a grounded theory approach, we analyzed data from a series of semi-structured interviews and classroom observations. Three themes related to the teachers’ technology use emerged: personal learning preference, teaching philosophy, and perception of technology. We explore these themes, propose a model that illustrates their relationship, and suggest areas of future research. These findings will be beneficial to anyone seeking to facilitate the meaningful adoption and use of technology by teachers.

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Author information

Authors and Affiliations

  1. Center for Science, Technology, Engineering and Mathematics Research, Education, and Outreach, Southern Illinois University, Edwardsville, IL, USA

    Georgia L. Bracey & Mary L. Stephen

Authors
  1. Georgia L. Bracey
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  2. Mary L. Stephen
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Corresponding author

Correspondence to Georgia L. Bracey .

Editor information

Editors and Affiliations

  1. University of Denver, Denver, Colorado, USA

    Susan Zvacek

  2. do Porto, Faculdade de Engenharia da Universidade, Porto, Portugal

    Maria Teresa Restivo

  3. School of Engineering, University of Ulster, Newtownabbey, United Kingdom

    James Uhomoibhi

  4. Dublin City University, Dublin 9, Ireland

    Markus Helfert

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© 2016 Springer International Publishing Switzerland

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Bracey, G.L., Stephen, M.L. (2016). Teacher Technology Use: An Interplay of Learning Preference, Teaching Philosophy, and Perception of Technology. In: Zvacek, S., Restivo, M., Uhomoibhi, J., Helfert, M. (eds) Computer Supported Education. CSEDU 2015. Communications in Computer and Information Science, vol 583. Springer, Cham. https://doi.org/10.1007/978-3-319-29585-5_25

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  • DOI: https://doi.org/10.1007/978-3-319-29585-5_25

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-29584-8

  • Online ISBN: 978-3-319-29585-5

  • eBook Packages: Computer ScienceComputer Science (R0)

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