Abstract
As a recognition of the importance of teachers’ beliefs for developing robust ICT use in the schools, this paper investigates how teacher beliefs have changed from the implementation phase in the early 2000s and up to present time. Utilising data from the national Norwegian survey “Monitor school”, variables on the amount of ICT used by teachers in the classroom are used as predictor for the teachers’ beliefs about technology. The data is drawn from 6 datasets (2003, 2005, 2007, 2009, 2011 and 2016) and encompass 3032 teachers in 7th, 9th and 2nd upper secondary grade. Three variables of teachers’ beliefs about technology covers aspects of ICT and differentiation, variation and motivation. The findings point at the fact that teachers already in 2003 were positive towards technology, but that their beliefs about the benefits of using ICT in teaching increased substantially between 2005 and 2007. Furthermore, the impact of teachers’ use of ICT on their beliefs is seen only with a moderate, although significant estimate.
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Egeberg, G., Thorvaldsen, S. (2019). Teachers’ Beliefs About Technology in the Classroom from Early Implementation Phase in 2003 to Contemporary Practise in 2016. In: Rønningsbakk, L., Wu, TT., Sandnes, F., Huang, YM. (eds) Innovative Technologies and Learning. ICITL 2019. Lecture Notes in Computer Science(), vol 11937. Springer, Cham. https://doi.org/10.1007/978-3-030-35343-8_64
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DOI: https://doi.org/10.1007/978-3-030-35343-8_64
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