Teachers and Technology: Comparing University and School Languages Educators' Perceptions of Technology and Their Own IT Literacy

Autor/in	Absalom, Matthew
Titel	Teachers and Technology: Comparing University and School Languages Educators' Perceptions of Technology and Their Own IT Literacy
Quelle	(2012), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Information Literacy; College School Cooperation; Teacher Attitudes; Technology Uses in Education; Comparative Analysis; Information Technology; Language Teachers; Online Surveys; Foreign Countries; Second Language Programs; Technology Integration; Teaching Methods; College Faculty; Australia + Suchen Sie Ihr Suchwort? Informationskompetenz; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Language teacher; Sprachunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Australien
Abstract	Educators at all levels of education are increasingly required to adopt information technology (IT) and integrate it into their teaching practice. Some researchers have found that this goal is "neither value neutral or universally understood" (Jamieson-Proctor, Burnett, Finger, & Watson, 2006, p. 511). In this paper, I discuss an ongoing study of the perceptions of three groups of language educators relating to the use of IT in their teaching practice and of their own IT literacy collected via responses to a short questionnaire. The three cohorts are distinct: the first is a cross-section of school teachers of diverse languages and experience; the second is a group of school teachers of different languages but who have identified as "leaders" (previously discussed in Absalom, 2011). These two school-based groups are compared with language teachers in higher education. The analysis of questionnaire responses will explore perceptions of information and communication technology (ICT) in relation to factors such as gender, age, teaching context and disciplinary identity. The paper will explore the implications of the study, including those relating to professional learning needs. [For the complete volume, see ED574893.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01