Alignment between Principal and Teacher Beliefs about Technology Use

Autor/inn/en	Alghamdi, Abdulmajeed; Prestridge, Sarah
Titel	Alignment between Principal and Teacher Beliefs about Technology Use
Quelle	In: Australian Educational Computing, 30 (2015) 1, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0816-9020
Schlagwörter	Foreign Countries; Administrator Attitudes; Teacher Attitudes; Technology Uses in Education; Questionnaires; Statistical Analysis; Language Teachers; Secondary Schools; Secondary School Teachers; Principals; Constructivism (Learning); Learner Controlled Instruction; Technology Integration; Measures (Individuals); Likert Scales; Validity; Reliability; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fragebogen; Statistische Analyse; Language teacher; Sprachunterricht; Sekundarschule; Principal; Schulleiter; Messdaten; Likert-Skala; Gültigkeit; Reliabilität; Saudi-Arabien
Abstract	This paper explores the link between principals' and teachers' beliefs regarding technology use in teaching and learning. Principals who have a clear vision for carrying out the pedagogical requirements for technological change in teaching and learning approaches can direct the use of technology to enhance the school learning environment. Quantitative questionnaire is developed and implemented in this study to determine principals' and teachers' existing pedagogical beliefs regarding technology use. Participants included 67 principals and 82 Arabic language teachers across technology-equipped secondary schools in Jeddah, Saudi Arabia. The results present a strong alignment between principal and teacher beliefs, in that both indicate positive constructivist beliefs, including improvement of teachers' and students' research skills, the promotion of students learning both inside and outside school and the belief that learning technologies convert teacher-centred teaching approaches to student-centred teaching approaches. Additionally, the study shows that principals' beliefs were always stronger than teachers' beliefs. (As Provided).
Anmerkungen	Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: http://www.acce.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01