Teacher value beliefs associated with using technology: Addressing professional and student needs

Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses of technology. To measure value beliefs, teachers’ u...

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Bibliographic Details
Published in:Computers and education 2010-11, Vol.55 (3), p.1321-1335
Main Authors: Ottenbreit-Leftwich, Anne T., Glazewski, Krista D., Newby, Timothy J., Ertmer, Peggy A.
Format: Article
Language:English
Subjects:
Beliefs
Classrooms
Education
Educational Needs
Educational Practices
Electronics
Hermeneutics
Interviews
Learning
Management
Observation
Phenomenology
Portfolios (Background Materials)
Skills
Student Needs
Students
Teacher Attitudes
Teacher beliefs
Teacher Surveys
Teacher technology use
Teacher values
Teachers
Technology Integration
Technology Uses in Education
Use Studies
Values
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Summary:Studies have indicated that when teachers believe technology uses are valuable, they are more likely to incorporate those uses into their practices. This hermeneutical phenomenology study investigated the value beliefs that underlie teachers’ uses of technology. To measure value beliefs, teachers’ uses (and reasons for those uses) of technology for teaching and learning were examined. Data were collected from eight award-winning teachers through an interview, observation, and electronic portfolio. Findings indicated that teachers used technology to address professional (e.g., creating customized classroom materials, improving classroom management by engaging students) and student needs (e.g., enhancing student comprehension, equipping students with technology skills), all of which related to the underlying value belief of promoting student learning. Based on these findings, professional development activities should emphasize the potential impact of specific technology uses on student learning.
ISSN:0360-1315
1873-782X
DOI:10.1016/j.compedu.2010.06.002