Teachers' attitudes and beliefs regarding ICT in teaching and learning in European countries
Teachers' attitudes and beliefs regarding ICT in teaching and learning in European countries
复制标题
DOI：
10.1177/1474904117725899
复制
发表时间：
2017-11-01
影响因子：
1.9
通讯作者：
Vennemann, Mario
中科院分区：
文献类型：
--
作者：
Eickelmann, Birgit;Vennemann, Mario
在关于将信息和通信技术（ICT）融入学校的争论中，教师对教学中ICT的信念和态度一直被视为成功实施新技术的核心标准。在此背景下，国际教育成就评估协会 (IEA) 2013 年的一项研究深入了解了教师对 ICT 的看法，并表明各国对技术教学优势的看法存在差异。关于这一发现，本文试图确定是否存在对信息通信技术的学习潜力持不同态度的教师类型。通过对来自三个欧洲国家（捷克共和国、德国和挪威）的教师数据样本进行潜在类别分析来解决这个问题。此外，本文还调查了教师使用计算机的情况在这些教师所分配的组之间有何不同。在此过程中，手头报告的研究可以说是第一次将教师对教学和学习中信息通信技术的态度和信念的代表性数据与学校计算机使用数据联系起来。
In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers' beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries - the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools.