Advertisement

Technology, Knowledge and Learning

, Volume 24, Issue 3, pp 501–518 | Cite as

Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training

  • Yaoran LiEmail author
  • Veronica Garza
  • Anne Keicher
  • Vitaliy Popov
Original research

Abstract

The current study aims to explore predictors that independently contribute to high school teacher use of technology in general and for different teaching purposes (student-centered and traditional). High school teachers (N = 928) responded to a survey that consisted of measures in several categories: (1) teachers’ background variables, (2) teachers’ pedagogical beliefs, (3) teachers’ attitudes or beliefs towards technology, (4) teachers’ perceived training effectiveness. A series of multilevel models were used to explore the independent effects of these factors on teacher use of technology in general and for different teaching purposes. The results showed that teachers’ technology self-efficacy was a significant predictor of teacher use of technology. More importantly, teachers’ instructional approach, openness towards technology, and perceived teaching training effectiveness were more salient when predicting teacher use technology to support student-centered teaching than when predicting teacher use technology to support traditional teaching. Our findings suggest that teachers’ pedagogical readiness is as important as technological readiness for teachers to integrate technology in teaching to serve more advanced teaching purposes. This study has important implications for organizing professional learning experiences for teachers.

Keywords

Technology use Teacher beliefs and attitudes Training and support Student-centered teaching Secondary education 

References

  1. Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers’ use of information and communication technology. International Journal of Instruction, 2(1), 77–104.Google Scholar
  2. Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519–524.CrossRefGoogle Scholar
  3. Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries.Google Scholar
  4. Anderson, L. W. (Ed.), Krathwohl, D. R. (Ed.), Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.Google Scholar
  5. Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224–234.CrossRefGoogle Scholar
  6. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729.CrossRefGoogle Scholar
  7. Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & Education, 39(4), 395–414.CrossRefGoogle Scholar
  8. Berrett, B., Murphy, J., & Sullivan, J. (2012). Administrator insights and reflections: Technology integration in schools. The Qualitative Report, 17(1), 200–221.Google Scholar
  9. Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136.Google Scholar
  10. Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the internet (No. w22237). National Bureau of Economic Research.Google Scholar
  11. Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32–42.CrossRefGoogle Scholar
  12. Christensen, R., & Knezek, G. (2017). Validating the technology proficiency self-assessment questionnaire for 21st century learning (TPSA C-21). Journal of Digital Learning in Teacher Education, 33(1), 20–31.CrossRefGoogle Scholar
  13. Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Google Scholar
  14. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.CrossRefGoogle Scholar
  15. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.CrossRefGoogle Scholar
  16. Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.CrossRefGoogle Scholar
  17. Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.CrossRefGoogle Scholar
  18. Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285.CrossRefGoogle Scholar
  19. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.CrossRefGoogle Scholar
  20. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.CrossRefGoogle Scholar
  21. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435.CrossRefGoogle Scholar
  22. 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 (pp. 403–418). New York: Routledge, Taylor & Francis.Google Scholar
  23. Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112.Google Scholar
  24. Giordano, V. A. (2007). A professional development model to promote Internet integration into p-12 teachers’ practice: A mixed methods study. Computers in the Schools, 24(3–4), 111–123.CrossRefGoogle Scholar
  25. Gregorcic, B., Etkina, E., Planinsic, G. (2017). A new way of using the interactive whiteboard in a high school physics classroom: A case study. Research in Science Education. https://doi.org/10.1007/s11165-016-9576-0 CrossRefGoogle Scholar
  26. Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACe Journal, 16(1), 21–46.Google Scholar
  27. Hall, G. E. (2010). Technology’s Achilles heel: Achieving high-quality implementation. Journal of Research on Technology in Education, 42(3), 231–253.CrossRefGoogle Scholar
  28. Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology in Education, 48(2), 129–142.CrossRefGoogle Scholar
  29. Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499–1509.CrossRefGoogle Scholar
  30. Hernández-Ramos, P. (2005). If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of Research on Technology in education, 38(1), 39–64.CrossRefGoogle Scholar
  31. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.CrossRefGoogle Scholar
  32. Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–154.CrossRefGoogle Scholar
  33. International Society for Technology in Education. (2008). Essential conditions: Necessary conditions to effectively leverage technology for learning. Eugene, OR: Author. Retrieved from http://www.iste.org/standards/nets-for-teachers.aspx.
  34. International Society for Technology in Education. (2009). ISTE standards: Administrators. Retrieved September 2017 from: http://www.iste.org/standards/iste-standards/standards-for-administrators.
  35. Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408.CrossRefGoogle Scholar
  36. Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85.CrossRefGoogle Scholar
  37. Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307–325.CrossRefGoogle Scholar
  38. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge. Contemporary issues in technology and teacher education, 9(1), 60–70.Google Scholar
  39. Levin, T., & Wadmany, R. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: Developmental scenery. Journal of Technology and Teacher Education, 16(2), 233.Google Scholar
  40. Minnesota Department of Education. (2014). Technology—Instructional Practices Survey for Minnesota Teachers. Retrieved December 2017 from https://education.state.mn.us/mdesurvey/index.php/16773/langen.
  41. Miranda, H. P., & Russell, M. (2012). Understanding factors associated with teacher-directed student use of technology in elementary classrooms: A structural equation modeling approach. British Journal of Educational Technology, 43(4), 652–666.CrossRefGoogle Scholar
  42. Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319–342.CrossRefGoogle Scholar
  43. Niederhauser, D. S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15–31.CrossRefGoogle Scholar
  44. O’Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! Computers & Education, 74, 15–25.CrossRefGoogle Scholar
  45. Overbay, A., Patterson, A. S., Vasu, E. S., & Grable, L. L. (2010). Constructivism and technology use: Findings from the IMPACTing leadership project. Educational Media International, 47(2), 103–120.CrossRefGoogle Scholar
  46. P21 Partnership for 21st Century Learning. (2009). Framework for 21st Century Learning. Retrieved December 2017 from http://www.p21.org/about-us/p21-framework.
  47. Palak, D., & Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417–441.CrossRefGoogle Scholar
  48. 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.CrossRefGoogle Scholar
  49. Rodríguez, P., Nussbaum, M., & Dombrovskaia, L. (2012). ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools. Technology, Pedagogy and Education, 21(3), 291–315.CrossRefGoogle Scholar
  50. Sandholtz, J. H., & Reilly, B. (2004). Teachers, not technicians: Rethinking technical expectations for teachers. Teachers College Record, 106(3), 487–512.CrossRefGoogle Scholar
  51. SAS Institute. (2004). Statistical analysis system 7.5. Cary, NC: Author.Google Scholar
  52. Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202–214.CrossRefGoogle Scholar
  53. Spector, J. M. (2010). Learning and instruction in the digital age. In Learning and instruction in the digital age (pp. 375–379). Boston: Springer.Google Scholar
  54. Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541–2553.CrossRefGoogle Scholar
  55. Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575.CrossRefGoogle Scholar
  56. U. S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning powered by technology. National Educational Technology Plan, 2010. Retrieved September 8, 2017, from https://www.ed.gov/sites/default/files/netp2010.pdf,
  57. Vanderlinde, R., Aesaert, K., & Van Braak, J. (2014). Institutionalised ICT use in primary education: A multilevel analysis. Computers & Education, 72, 1–10.CrossRefGoogle Scholar
  58. Vannatta, R. A., & Nancy, F. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253–271.CrossRefGoogle Scholar
  59. Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge—A review of the literature. Journal of Computer Assisted learning, 29, 109–121.CrossRefGoogle Scholar
  60. Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education. New York: Springer.CrossRefGoogle Scholar
  61. Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205.CrossRefGoogle Scholar
  62. Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School Effectiveness and School Improvement, 19(1), 99–120.CrossRefGoogle Scholar
  63. Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173.Google Scholar

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  • Yaoran Li
    • 1
    Email author
  • Veronica Garza
    • 1
  • Anne Keicher
    • 1
  • Vitaliy Popov
    • 1
  1. 1.School of Leadership and Education Sciences, Jacobs Institute for Innovation in EducationUniversity of San DiegoSan DiegoUSA

Personalised recommendations