Who Assigns the Most ICT Activities? Examining the Relationship between Teacher and Student Usage

Autor/in	Hsu, Shihkuan
Titel	Who Assigns the Most ICT Activities? Examining the Relationship between Teacher and Student Usage
Quelle	In: Computers & Education, 56 (2011) 3, S.847-855 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2010.10.026
Schlagwörter	Junior High Schools; Multimedia Materials; Foreign Countries; Secondary School Teachers; Elementary School Teachers; Word Processing; Teaching Methods; Regression (Statistics); Information Technology; Teacher Student Relationship; Learning Activities; Correlation; Web Sites; Taiwan + Suchen Sie Ihr Suchwort? Sekundarstufe I; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Textverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Regression; Regressionsanalyse; Informationstechnologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität; Korrelation; Web-Design
Abstract	The expansion of information and communication technology (ICT) infrastructure in schools is expected to promote learning. To what extent teachers are utilizing the new ICT tools to engage students in learning activities remains a question. This study reports what kind of activities teachers are likely to assign students, and what type of teachers are more likely to assign such activities. Teacher ICT usage and student ICT assignments are examined using a sample of 3729 elementary and junior high school teachers in Taiwan. The results from correlation and regression analysis indicate that teachers who infrequently use basic ICT tools such as word processing rarely assign student ICT activities. At the other end of spectrum, teachers who create complicated multimedia materials are most likely to assign student multimedia activities. Regression results show that teachers' frequency of building websites is the best predictor for assigning ICT-based sharing activities to students, though the likelihood is greater for junior high school than elementary school teachers. The results suggest that teachers assign students activities which require a variety of ICT tools, and teachers' own ICT practices influence the type of ICT activities they assign to students. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10