More than beliefs: Subject areas and teachers' integration of laptops in secondary teaching

This paper explores the relationship of subject areas to teachers' technology integration. Educational technology research has often identified 'culture clashes' to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, v...

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Published inBritish journal of educational technology Vol. 46; no. 2; pp. 360 - 369
Main Authors Howard, Sarah K., Chan, Amy, Caputi, Peter
Format Journal Article
LanguageEnglish
Published Coventry Blackwell Publishing Ltd 01.03.2015
Wiley-Blackwell
Subjects
Computer Uses in Education
Conceptual frameworks
Course Content
Culture
Education
Educational technology
English Instruction
English teaching
ICT in education
Impact analysis
Intellectual disciplines
Laptop
Laptop Computers
Mathematical models
Mathematics Instruction
Mathematics teaching
Portable computers
Readiness
Science Instruction
Science teaching
Secondary education
Secondary School Teachers
Teacher Attitudes
Teacher beliefs
Teachers
Teaching
Teaching Methods
Technology Integration
Technology utilization
Units of Study
Values
Australia
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Abstract This paper explores the relationship of subject areas to teachers' technology integration. Educational technology research has often identified 'culture clashes' to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the subject area cultures, but there has been little research analyzing the relationship between subject areas and integration. Using a validated path model as a conceptual framework, this paper presents an analysis of the relationship between three subject areas (English, Mathematics, Science) and known factors of teacher beliefs and readiness to use technology in teaching, which directly impact on secondary-level teachers' technology integration, over three years. Findings show that time and subject areas are both associated with teachers' readiness, but only subject areas are associated with teachers' beliefs. Implications for practice and future research are discussed. [Author abstract]
AbstractList The purpose of this paper is to explore the relationship of subject areas to teachers' technology integration. Educational technology research has often identified "culture clashes" to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the subject area cultures, but there has been little research analyzing the relationship between subject areas and integration. Using a validated path model as a conceptual framework, this paper presents an analysis of the relationship between three subject areas (English, Mathematics, Science) and known factors of teacher beliefs and readiness to use technology in teaching, which directly impact on secondary-level teachers' technology integration, over three years. Findings show that time and subject areas are both associated with teachers' readiness, but only subject areas are associated with teachers' beliefs. Implications for practice and future research are discussed.
This paper explores the relationship of subject areas to teachers' technology integration. Educational technology research has often identified 'culture clashes' to explain differences in technology use between subject areas. These clashes are frequently attributed to core features, values and beliefs held in the subject area cultures, but there has been little research analyzing the relationship between subject areas and integration. Using a validated path model as a conceptual framework, this paper presents an analysis of the relationship between three subject areas (English, Mathematics, Science) and known factors of teacher beliefs and readiness to use technology in teaching, which directly impact on secondary-level teachers' technology integration, over three years. Findings show that time and subject areas are both associated with teachers' readiness, but only subject areas are associated with teachers' beliefs. Implications for practice and future research are discussed. [Author abstract]
Audience Secondary Education
Author Howard, Sarah K.
Chan, Amy
Caputi, Peter
AuthorAffiliation University of Wollongong. Faculty of Social Sciences
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References Goodson, I. F. & Mangan, J. M. (1995). Subject cultures and the introduction of classroom computers. British Educational Research Journal, 21, 5, 613-628.
Howard, S. K. & Maton, K. (2011). Theorising knowledge practices: a missing piece of the educational technology puzzle. Research in Learning Technology, 19, 3, 191-206.
Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: how knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 3, 255-284.
Webb, M. & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13, 3, 235-286.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C. & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning. Review of Educational Research, 81, 1, 4-28.
Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 3, 223-252.
Maton, K. (2014). Knowledge & knowers. London and New York: Routledge.
Lowther, D. L. & Ross, S. M. (2000). Teacher technology questionnaire (TTQ). Memphis, TN: Center for Research in Educational Policy, The University of Memphis.
Artemeva, N. & Fox, J. (2011). The writings on the board: the global and the local in teaching undergraduate mathematics through chalk talk. Written Communication, 28, 345-379.
Hennessy, S., Ruthven, K. & Brindley, S. U. E. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37, 2, 155-192.
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– reference: Hennessy, S., Ruthven, K. & Brindley, S. U. E. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37, 2, 155-192.
– reference: Goodson, I. F. & Mangan, J. M. (1995). Subject cultures and the introduction of classroom computers. British Educational Research Journal, 21, 5, 613-628.
– reference: Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: how knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 3, 255-284.
– reference: Webb, M. & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13, 3, 235-286.
– reference: Law, N., Pelgrum, W. J. & Plomp, T. (2008). Pedagogy and ICT use in school around the world: findings from the IEA SITES 2006 study. Hong Kong: Comparative Education Research Centre (CERC) and Springer.
– reference: Artemeva, N. & Fox, J. (2011). The writings on the board: the global and the local in teaching undergraduate mathematics through chalk talk. Written Communication, 28, 345-379.
– reference: Howard, S. K. & Maton, K. (2011). Theorising knowledge practices: a missing piece of the educational technology puzzle. Research in Learning Technology, 19, 3, 191-206.
– reference: Inan, F. A. & Lowther, D. L. (2010). Laptops in the K-12 classrooms: exploring factors impacting instructional use. Computers & Education, 55, 3, 937-944.
– reference: Hew, K. F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 3, 223-252.
– reference: Lee, V., Dedrick, R. F. & Smith, J. B. (1991). The effect of the social organization of schools on teachers' efficacy and satisfaction. Sociology of Education, 64, 3, 190-208.
– reference: Lowther, D. L. & Ross, S. M. (2000). Teacher technology questionnaire (TTQ). Memphis, TN: Center for Research in Educational Policy, The University of Memphis.
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  article-title: Laptops in the K‐12 classrooms: exploring factors impacting instructional use
  publication-title: Computers & Education
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  doi: 10.1177/0741088311419630
– ident: e_1_2_8_4_1
– volume-title: Teacher technology questionnaire (TTQ)
  year: 2000
  ident: e_1_2_8_13_1
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Snippet This paper explores the relationship of subject areas to teachers' technology integration. Educational technology research has often identified 'culture...
The purpose of this paper is to explore the relationship of subject areas to teachers' technology integration. Educational technology research has often...
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SubjectTerms Computer Uses in Education
Conceptual frameworks
Course Content
Culture
Education
Educational technology
English Instruction
English teaching
ICT in education
Impact analysis
Intellectual disciplines
Laptop
Laptop Computers
Mathematical models
Mathematics Instruction
Mathematics teaching
Portable computers
Readiness
Science Instruction
Science teaching
Secondary education
Secondary School Teachers
Teacher Attitudes
Teacher beliefs
Teachers
Teaching
Teaching Methods
Technology Integration
Technology utilization
Units of Study
Values
Title More than beliefs: Subject areas and teachers' integration of laptops in secondary teaching
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https://search.informit.org/documentSummary;res=AEIPT;dn=212364
https://onlinelibrary.wiley.com/doi/abs/10.1111%2Fbjet.12139
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1055190
https://www.proquest.com/docview/1664184614
https://www.proquest.com/docview/1677946269
Volume 46
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