Teachers' Attitudes and Beliefs Regarding ICT in Teaching and Learning in European Countries

Autor/inn/en	Eickelmann, Birgit; Vennemann, Mario
Titel	Teachers' Attitudes and Beliefs Regarding ICT in Teaching and Learning in European Countries
Quelle	In: European Educational Research Journal, 16 (2017) 6, S.733-761 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117725899
Schlagwörter	Teacher Attitudes; Beliefs; Information Technology; Technology Integration; Foreign Countries; Comparative Education; Multivariate Analysis; Computer Uses in Education; Classification; Secondary School Teachers; Grade 8; Adoption (Ideas); Resistance (Psychology); Usability; Self Efficacy; Czech Republic; Germany; Norway + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Informationstechnologie; Ausland; Vergleichende Erziehungswissenschaft; Multivariate Analyse; Computernutzung; Classification system; Klassifikation; Klassifikationssystem; School year 08; 8. Schuljahr; Schuljahr 08; Ideas; Ideenfindung; Resistenz; Self-efficacy; Selbstwirksamkeit; Tschechische Republik; Deutschland; Norwegen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01