The use of technology at school: teachers' point of view
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Dec 31, 2014
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Abstract
This research study examines how 65 teachers in Italy perceive educational use of technology and internet. The data were gathered by way of a semi-structured interview, with answers transcribed and analyzed using a double system of categories.
One system deals with positive and negative values, while the other is based on conceptual contrapositions. The results reveal that, despite their generally positive view of technology, teachers see many factors preventing real educational use. Furthermore, we found that school level influences the type of factors teachers reported.
One system deals with positive and negative values, while the other is based on conceptual contrapositions. The results reveal that, despite their generally positive view of technology, teachers see many factors preventing real educational use. Furthermore, we found that school level influences the type of factors teachers reported.
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Articles - General topics
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References
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Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. The Journal of the Learning Sciences, 15(3), 301-329.
Bradley, G., & Russell, G. (1997). Computer experience, school support and computer anxieties. Educational Psychology, 17(3), 267-284.
Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change. Science Education, 75, 185-199.
Bruni, I. (2013). Oltre lo specchio dei desideri, percorsi di new media literacies nella scuola media. TD Tecnologie Didattiche, 21(1), 46-51. Retrieved from http://www.tdjournal. itd.cnr.it/files/pdfarticles/PDF58/td58_8_bruni.pdf
Calvani, A. (2013). Qual è il senso delle tecnologie nella scuola? Una “road map” per decisori ed educatori. TD Tecnologie Didattiche, 21(1), 52-57. Retrieved from http:// www.tdjournal.itd.cnr.it/files/pdfarticles/PDF58/td58_9_ calvani.pdf
Cesareni, D. (2006). Scuola computer e … metacognizione. Qwerty - Interdisciplinary Journal of Technology, Culture and Education, 1(2), 7-18.
Chin, S., & Hortin, J.A. (1994). Teachers’ perceptions of instructional technology and staff development. Journal of Educational Technology Systems, 22(2), 83-98.
Coley, R.J., Cradler, J., & Engel, P.K. (1997). Computers and classrooms: The status of technology in U.S. schools. Princeton, NJ: Policy Information Center, Educational Testing Service.
Crook, C.K. (1994). Computers and the collaborative experience of learning. London, UK: Routledge.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning.In E. Spada & P. Reiman (Eds.). Learning in Humans and Machine: Towards an interdisciplinary learning science. (pp. 189-211). Oxford, UK: Elsevier.
Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macroscripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23, 1-13.
Ertmer, P., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
Fulantelli G., Gentile M., Taibi D., & Allegra M. (2011). La centralità dei docenti per il successo delle risorse educative aperte. TD Tecnologie Didattiche, 19(2), 80-87. Retrieved from http://www.tdjournal.itd.cnr.it/files/pdfarticles/ PDF53/2_TD53_Fulantelli_et%20al.pdf
Gilmore, A. M. (1995). Turning teachers on to computers: Evaluation of a teacher development program. Journal of Research on Computing in Education, 27(3), 251-269.
Hadley, M., & Sheingold, K. (1993). Commonalties and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101(3), 261-315.
IIomäki, L. (2008). The effects of ICT on school: teachers’ and students’ perspectives. Annales Universitatis Turkuensis B 314.
Jaber, W.E., & Moore, D.M. (1999). A survey of factors which influence teachers’ use of computer-based technology. International Journal of Instructional Media, 26(3), 253-66.
Jefferson, G. (1984). Notes on some orderlinesses of overlap onset. In V. D’Urso, & P. Leonardi (Eds.), Discoure analysis and natural rhetoric (pp. 11-38). Padova: Cleup Editore.
Koschmann, T., Hall, R., & Miyake, N. (Eds.) (2002). CSCL 2: Carrying forward the conversation. Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Kumpulainen, K., & Wray, D. (Eds.) (2002). Classroom interaction and social learning. From theory to practice. London, UK: Routledge Falmer.
Lehtinen, E. (2002). Developing models for distributed problem based learning: theoretical and methodological reflection. Distance Education, 23(1), 109-117.
Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M. & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The J.H.G.I. Giesbers Reports on Education, 10. The Netherlands: University of Nijmegen.
Ligorio, M. B., Andriessen J., Baker, M., Knoller, N., & Tateo, L. (2009). Talking over the Computer. Pedagogical Scenarios to Blended Computer and Face to Face Interaction. Napoli, IT: Scriptaweb.
Ligorio, M. B., Cesareni, D., & Cacciamani, S. (2010). Perché usare la tecnologia a scuola?. In M. B. Ligorio & C. Pontecorvo (Eds.), La scuola come contesto. Prospettive psicologico- culturali (pp. 225-242). Roma, IT: Carocci. Ligorio, M. B., & Pontecorvo, C. (Eds.) (2010). La scuola come contesto. Prospettive psicologico-culturali. Roma, IT: Carocci.
Lumbelli, L. (1998). Vantaggi euristici del feedback come rispecchiamento. Scuola e Città, 3, 99-108.
Marcinkiewicz, H.R., & Regstad, N.G. (1996). Using subjective norms to predict teachers’ computer use. Journal of Computing in Teacher Education, 13(1), 27-33.
Paavola, S., & Hakkarainen, K. (2005). The knowledge Creation Metaphor - An Emergent Epistemological Approach to Learning, Science & Education, 14, 535-557.
Parmigiani, D., & Pennazio, V. (2012). Web e tecnologie 2.0 a scuola: strategie di apprendimento formali ed informali. TD Tecnologie Didattiche, 20(2), 99-104. Retrieved from http://www.tdjournal.itd.cnr.it/files/pdfarticles/PDF56/We bTecnologie.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.
Salomon, G. (1993). No distribution without individuals’ cognition, in G. Salomon (a cura di), Distributed cognitions: Psychological and educational considerations (pp. 111- 138). New York, NY, USA: Cambridge University Press.
Scardamalia, M. (2006). Knowledge Building: Theory, Pedagogy and Technology. In K. Sawyer (Ed.), Cambridge handbook of the Learning Sciences (pp. 97-115). Cambridge, New York, NY, USA: University Press.
Smeriglio, D. (2009). La didattica tra innovazione e tradizione: indagine conoscitiva sulle convinzioni e sugli atteggiamenti degli insegnanti nei riguardi delle tecnologie digitali. Perugia: Morlacchi Editore.
Stahl, G. (2002). Rediscovering CSCL. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation, Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Starkey, L. (2011). Evaluating learning in the 21st century: a digital age learning matrix. Technology, Pedagogy and Education, 20(1), 19-39.
Steinkuehler, C. A., Derry, S. J., Hmelo-Silver, C.E., & Demarcelle, M. (2002). Cracking the Resource Nut with Distributed Problem-Based Learning in Secondary Teacher Education. Distance Education, 23(1), 23-39.
Tondeurs, J., van Keer, H., van Braak, & J., Valcke, M. (2008). ICT integration in the classroom: challenging the potential of a school policy. Computers & education, 51, pp. 212-223.
Trentin, G. (2006). Apprendimento Collaborativo in rete e didattica universitaria: i ritorni di tipo educativo. TD Tecnologie Didattiche, 14(2), 5-11. Retrieved from http://www. tdjournal.itd.cnr.it/files/pdfarticles/PDF38/trentin.pdf
Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14, 173-207.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ, USA: Lawrence Erlbaum.
Bielaczyc, K. (2006). Designing social infrastructure: Critical issues in creating learning environments with technology. The Journal of the Learning Sciences, 15(3), 301-329.
Bradley, G., & Russell, G. (1997). Computer experience, school support and computer anxieties. Educational Psychology, 17(3), 267-284.
Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors, and teaching practices: A case study of teacher change. Science Education, 75, 185-199.
Bruni, I. (2013). Oltre lo specchio dei desideri, percorsi di new media literacies nella scuola media. TD Tecnologie Didattiche, 21(1), 46-51. Retrieved from http://www.tdjournal. itd.cnr.it/files/pdfarticles/PDF58/td58_8_bruni.pdf
Calvani, A. (2013). Qual è il senso delle tecnologie nella scuola? Una “road map” per decisori ed educatori. TD Tecnologie Didattiche, 21(1), 52-57. Retrieved from http:// www.tdjournal.itd.cnr.it/files/pdfarticles/PDF58/td58_9_ calvani.pdf
Cesareni, D. (2006). Scuola computer e … metacognizione. Qwerty - Interdisciplinary Journal of Technology, Culture and Education, 1(2), 7-18.
Chin, S., & Hortin, J.A. (1994). Teachers’ perceptions of instructional technology and staff development. Journal of Educational Technology Systems, 22(2), 83-98.
Coley, R.J., Cradler, J., & Engel, P.K. (1997). Computers and classrooms: The status of technology in U.S. schools. Princeton, NJ: Policy Information Center, Educational Testing Service.
Crook, C.K. (1994). Computers and the collaborative experience of learning. London, UK: Routledge.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning.In E. Spada & P. Reiman (Eds.). Learning in Humans and Machine: Towards an interdisciplinary learning science. (pp. 189-211). Oxford, UK: Elsevier.
Dillenbourg, P., & Tchounikine, P. (2007). Flexibility in macroscripts for computer-supported collaborative learning. Journal of Computer Assisted Learning, 23, 1-13.
Ertmer, P., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
Fulantelli G., Gentile M., Taibi D., & Allegra M. (2011). La centralità dei docenti per il successo delle risorse educative aperte. TD Tecnologie Didattiche, 19(2), 80-87. Retrieved from http://www.tdjournal.itd.cnr.it/files/pdfarticles/ PDF53/2_TD53_Fulantelli_et%20al.pdf
Gilmore, A. M. (1995). Turning teachers on to computers: Evaluation of a teacher development program. Journal of Research on Computing in Education, 27(3), 251-269.
Hadley, M., & Sheingold, K. (1993). Commonalties and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101(3), 261-315.
IIomäki, L. (2008). The effects of ICT on school: teachers’ and students’ perspectives. Annales Universitatis Turkuensis B 314.
Jaber, W.E., & Moore, D.M. (1999). A survey of factors which influence teachers’ use of computer-based technology. International Journal of Instructional Media, 26(3), 253-66.
Jefferson, G. (1984). Notes on some orderlinesses of overlap onset. In V. D’Urso, & P. Leonardi (Eds.), Discoure analysis and natural rhetoric (pp. 11-38). Padova: Cleup Editore.
Koschmann, T., Hall, R., & Miyake, N. (Eds.) (2002). CSCL 2: Carrying forward the conversation. Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Kumpulainen, K., & Wray, D. (Eds.) (2002). Classroom interaction and social learning. From theory to practice. London, UK: Routledge Falmer.
Lehtinen, E. (2002). Developing models for distributed problem based learning: theoretical and methodological reflection. Distance Education, 23(1), 109-117.
Lehtinen, E., Hakkarainen, K., Lipponen, L., Rahikainen, M. & Muukkonen, H. (1999). Computer supported collaborative learning: A review. The J.H.G.I. Giesbers Reports on Education, 10. The Netherlands: University of Nijmegen.
Ligorio, M. B., Andriessen J., Baker, M., Knoller, N., & Tateo, L. (2009). Talking over the Computer. Pedagogical Scenarios to Blended Computer and Face to Face Interaction. Napoli, IT: Scriptaweb.
Ligorio, M. B., Cesareni, D., & Cacciamani, S. (2010). Perché usare la tecnologia a scuola?. In M. B. Ligorio & C. Pontecorvo (Eds.), La scuola come contesto. Prospettive psicologico- culturali (pp. 225-242). Roma, IT: Carocci. Ligorio, M. B., & Pontecorvo, C. (Eds.) (2010). La scuola come contesto. Prospettive psicologico-culturali. Roma, IT: Carocci.
Lumbelli, L. (1998). Vantaggi euristici del feedback come rispecchiamento. Scuola e Città, 3, 99-108.
Marcinkiewicz, H.R., & Regstad, N.G. (1996). Using subjective norms to predict teachers’ computer use. Journal of Computing in Teacher Education, 13(1), 27-33.
Paavola, S., & Hakkarainen, K. (2005). The knowledge Creation Metaphor - An Emergent Epistemological Approach to Learning, Science & Education, 14, 535-557.
Parmigiani, D., & Pennazio, V. (2012). Web e tecnologie 2.0 a scuola: strategie di apprendimento formali ed informali. TD Tecnologie Didattiche, 20(2), 99-104. Retrieved from http://www.tdjournal.itd.cnr.it/files/pdfarticles/PDF56/We bTecnologie.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.
Salomon, G. (1993). No distribution without individuals’ cognition, in G. Salomon (a cura di), Distributed cognitions: Psychological and educational considerations (pp. 111- 138). New York, NY, USA: Cambridge University Press.
Scardamalia, M. (2006). Knowledge Building: Theory, Pedagogy and Technology. In K. Sawyer (Ed.), Cambridge handbook of the Learning Sciences (pp. 97-115). Cambridge, New York, NY, USA: University Press.
Smeriglio, D. (2009). La didattica tra innovazione e tradizione: indagine conoscitiva sulle convinzioni e sugli atteggiamenti degli insegnanti nei riguardi delle tecnologie digitali. Perugia: Morlacchi Editore.
Stahl, G. (2002). Rediscovering CSCL. In T. Koschmann, R. Hall, & N. Miyake (Eds.), CSCL2: Carrying forward the conversation, Mahwah, NJ, USA: Lawrence Erlbaum Associates.
Starkey, L. (2011). Evaluating learning in the 21st century: a digital age learning matrix. Technology, Pedagogy and Education, 20(1), 19-39.
Steinkuehler, C. A., Derry, S. J., Hmelo-Silver, C.E., & Demarcelle, M. (2002). Cracking the Resource Nut with Distributed Problem-Based Learning in Secondary Teacher Education. Distance Education, 23(1), 23-39.
Tondeurs, J., van Keer, H., van Braak, & J., Valcke, M. (2008). ICT integration in the classroom: challenging the potential of a school policy. Computers & education, 51, pp. 212-223.
Trentin, G. (2006). Apprendimento Collaborativo in rete e didattica universitaria: i ritorni di tipo educativo. TD Tecnologie Didattiche, 14(2), 5-11. Retrieved from http://www. tdjournal.itd.cnr.it/files/pdfarticles/PDF38/trentin.pdf
Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14, 173-207.