Information and Communication Technology Dispositional Factors and Relationship to Information and Communication Technology Practices
- 237 Downloads
Teacher dispositions reflect multiple internal factors that contribute to a teacher’s decisions/behaviors in any given situation. There have been many studies focused on which dispositional factors lead to teachers’ use of information and communications technology (ICT). Teachers’ integration of ICT has been assessed in a variety of different ways – as a teacher’s intention to use ICT, as the frequency of ICT use in the classroom, and/or as student-centered teaching practices with ICT. If a teacher’s dispositions (i.e., attitudes, perceptions, values) are reflected through his or her behaviors, then we need to ask an important question about ICT practices: What specific dispositions do teachers need to use ICT in their classrooms? This chapter reviewed empirical studies that examined four primary dispositions associated with teachers’ uses of ICT: self-efficacy, attitudes, pedagogical beliefs, and openness to change. This knowledge provides a robust starting point for answering more challenging and complex questions in the near future, such as: Why does a teacher hold certain dispositions, and how can we capitalize on that information to better support teachers in their actual use of ICT?.
KeywordsICT Beliefs Knowledge Attitudes Self-efficacy Teacher practices Technology integration
- Albion, P. R. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher Education, 9(3), 321–347.Google Scholar
- Becta. (2004). Primary schools – ICT and standards. An analysis of national data from Ofsted and QCA by Becta.Google Scholar
- Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In International handbook of information technology in primary and secondary education (pp. 349–365). Boston, MA: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-0-387-73315-9_21.
- DeSantis, J. D. (2013). Exploring the effects of professional development for the interactive whiteboard on teachers’ technology self-efficacy. Journal of Information Technology Education: Research, 12, 343–362. Retrieved from http://www.jite.org/documents/Vol12/JITEv12ResearchP343-362DeSantis0374.pdf.CrossRefGoogle Scholar
- Dunn, K. E., & Rakes, G. C. (2010). Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding the use of technology in the classroom. Journal of Technology and Teacher Education, 18(1), 57–81.Google Scholar
- Dwyer, D. C., Ringstaff, C., Haymore, J., & Sandholtz, P. D. (1994). Apple classrooms of tomorrow. Educational Leadership, 51(7), 4–10.Google Scholar
- Ertmer, P. A., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. R. Fives & M. Gill (Eds.), International handbook of research on teacher beliefs. Erlbaum (pp. 403–418). New York: Taylor & Francis-Routledge.Google Scholar
- Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 19.Google Scholar
- Freeman, L. (2007). An overview of dispositions in teacher education. In Dispositions in teacher education (pp. 3–29). Charlotte, NC: Information Age Publishing Company.Google Scholar
- Kimmons, R., & Hall, C. (2016). Toward a broader understanding of teacher technology integration beliefs and values. Journal of Technology and Teacher Education, 24(3), 309–335.Google Scholar
- Knezek, G., & Christensen, R. (2008). The importance of information technology attitudes and competencies in primary and secondary education. In International handbook of information technology in primary and secondary education (pp. 321–331). Boston, MA: Springer. Retrieved from http://link.springer.com/chapter/10.1007/978-0-387-73315-9_19.
- Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting affective integration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233–263.Google Scholar
- Mathipa, E. R., & Mukhari, S. (2014). Teacher factors influencing the use of ICT in teaching and learning in South African urban schools. Mediterranean Journal of Social Sciences, 5(23), 1213.Google Scholar
- McCrory, R. (2006). Technology and teaching: A new kind of knowledge. In E. A. Ashburn & R. E. Floden (Eds.), Meaningful learning using technology: What educators need to know and do (pp. 141–160). New York: Teachers College Press.Google Scholar
- Minshew, L., & Anderson, J. (2015). Teacher self-efficacy in 1:1 iPad integration in middle school science and math classrooms. Contemporary Issues in Technology and Teacher Education, 15(3), 334–367.Google Scholar
- Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111(5), 1195–1241.Google Scholar
- National Council for Accreditation of Teacher Education (NCATE). (2006). Professional standards for the accreditation of schools, colleges, and departments of education. Retrieved from http://www.ncate.org/documents/standards/unit_stnds_2006.pdf.
- Pajares, F., & Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. In Improving academic achievement: Impact of psychological factors on education (pp. 3–21). New York: Academic Press.Google Scholar
- Pan, S. C., & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education, 59(3), 28–40.Google Scholar
- Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the “will, skill, tool” model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351–1359. https://doi.org/10.1016/j.compedu.2011.12.013.CrossRefGoogle Scholar
- Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Wiley.Google Scholar
- Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.CrossRefGoogle Scholar
- Schulz-Zander, R., Pfeifer, M., & Voss, A. (2008). Observation measures for determining attitudes and competencies toward technology. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 367–379). New York: Springer US. https://doi.org/10.1007/978-0-387-73315-9_22.CrossRefGoogle Scholar
- Shifflet, R., & Weilbacher, G. (2015). Teacher beliefs and their influence on technology use: A case study. Contemporary Issues in Technology and Teacher Education, 15(3), 368–394.Google Scholar
- Tondeur, J., Devos, G., Houtte, M. V., van Braak, J., & Valcke, M. (2009). Understanding structural and cultural school characteristics in relation to educational change: The case of ICT integration. Educational Studies, 35(2), 223–235. https://doi.org/10.1080/03055690902804349.CrossRefGoogle Scholar
- Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development. https://doi.org/10.1007/s11423-016-9481-2.
- Trochim, W. M., & Donnelly, J. P. (2008). Research methods knowledge base (3rd ed.). Mason: Atomic Dog Publishing.Google Scholar
- U.S. Department of Education. (2016). Future ready learning reimagining the role of technology in education. Retrieved from http://tech.ed.gov/files/2015/12/NETP16.pdf.
- Wasicsko, M. M. (2007). The perceptual approach to teacher dispositions. In Dispositions in teacher education (p. 53). Charlotte, NC: Information Age Publishing Company.Google Scholar
- Wells, J. (2007). Key design factors in durable instructional technology professional development. Journal of Technology and Teacher Education, 15(1), 101–122.Google Scholar