TY - JOUR
T1 - Improving Teachers' Understanding of Theoretical Foundations of Technology Use
T2 - Connecting Theories with Technology
AU - Yang, Dazhi
AU - Skelcher, Shannon
N1 - Publisher Copyright:
© 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. or being technologically-literate does not equate to an effective use of the technology (Barbour, 2012). Effective technology integration requires teachers' understanding and knowledge of the theoretical foundations that justify and support the use of technology, and the appropriate mentality (pedagogical beliefs) to use technology (Ertmer, Ottenbreit-Leftwich, & Tondeur, 2014; Tondeur, van Braak, Ertmer, & Ottenbreit, 2017). Teachers' pedagogical beliefs underlie and are instantiated via their pedagogical approaches towards the use of technology.
PY - 2019/10
Y1 - 2019/10
N2 - Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.
AB - Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology.
KW - Practice
KW - Professional Development
KW - Teacher Preparation
KW - Technology Integration
KW - Theoretical Foundation of Technology Use
KW - Theories
UR - http://www.scopus.com/inward/record.url?scp=85073148867&partnerID=8YFLogxK
UR - https://scholarworks.boisestate.edu/edtech_facpubs/224
U2 - 10.4018/IJICTE.2019100108
DO - 10.4018/IJICTE.2019100108
M3 - Article
SN - 1550-1876
VL - 15
SP - 113
EP - 127
JO - International Journal of Information and Communication Technology Education
JF - International Journal of Information and Communication Technology Education
IS - 4
ER -