Singaporean and Taiwanese pre-service teachers’ beliefs and their attitude towards ICT: A comparative study

The Asia-Pacific Education Researcher (Impact Factor: 0.96). 06/2009; 18(1). DOI: 10.3860/taper.v18i1.1040


Teachers’ epistemological and pedagogical beliefs and their attitude about ICT are identified as the second-order barrier for the integration of ICTinto classrooms. In this paper, we report the findings obtained from our recent survey and conducted among,Singaporean and Taiwanese,pre-service teachers (N=108). The results indicate that the teachers’ epistemological beliefs were generally relativistic. They were also inclined to believe rather strongly the constructivist notion of teaching. The profile we obtained in this study seems to suggest that pre-service teachers from Singapore and Taiwan are holding beliefs that are congruent to the education reform efforts. However, the teachers’ attitude about ICT use does not seem to relate to their epistemological and pedagogical beliefs. The findings suggest that further effort needs to be taken in order to foster more productive use of ICT to support constructivism-oriented teaching. These results need to be verified with further study. Keywords:Epistemological beliefs , pedagogical beliefs, attitudes toward ICT

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Available from: Timothy Teo, Jul 17, 2014
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    • "There is clear evidence that teachers' educational beliefs and pedagogical philosophy influence their teaching practice (Sung, 2007) and computer-related practices (Tondeur, van Keer, van Braak, & Valcke, 2008a). In the literature, different authors point at the impact of teachers' educational beliefs on educational computer attitudes (Ertmer, 2005; Chai, Hong, & Teo, 2008). Ertmer (2005) has documented that teachers adopting strong constructivist educational beliefs are more likely to use ICT in their classroom practice. "
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    ABSTRACT: Researchers have been making efforts to examine barriers blocking ICT use in the classroom. However, less attention has been paid on the impact of "internal barriers" on ICT class use. This study centres on influences of teachers' thinking processes (traditional teaching, constructivist teaching, general computer attitudes, attitudes toward computer in education, computer motivation, and perception on ICT-related policy), and assisted educational ICT use on ICT integration in the classroom. For this purpose, a questionnaire survey was conducted among 820 primary school teachers in China. Results showed that ICT integration significantly correlated with all of the independent variables. Building on a path analysis, ICT class use could be directly predicted on the base of assisted ICT use variables and indirectly by teacher thinking variables.
    • "Results show that pre-service teachers' intention to use computers is largely influenced by their attitude toward computer use, which can be predicted by their perceptions about value and ease of computer use. Chai et al. (2009) conducted another comparative study to examine the relationship between Singaporean and Taiwanese pre-service teachers' epistemological/pedagogical beliefs and their attitude toward computer use. Their study shows that although pre-service teachers tend to believe in constructivist pedagogy, no relationship is found between their pedagogical beliefs and computer attitudes. "
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    ABSTRACT: The aim of this study is to investigate the complexity of past experiences with ICT, pedagogical beliefs, and attitude toward ICT in education that the Net Generation student teachers have about their intention to teach and learn with technology. This study has a particular focus on their lived experiences as school students where ICT related policies were actively enacted in Korea and Singapore for the past decade. To unpack the profile of the Net Generation student teachers, we selected six factors (i.e., past ICT experiences, personal computer use, constructivist belief, computer efficacy, attitude toward computer in education, and prospective computer use) related to ICT use and examined them empirically with 225 first- or second-year student teachers in Korea and Singapore. Overall, our findings indicate that student teachers in both countries tend to hold fairly constructivist beliefs and positive computer efficacy and attitude; attributes that teacher educators can tap on. Student teachers' perceptions about their use of computers for personal purposes and their past experiences with ICT were not relatively high compared to the other variables examined. This study also provides empirical evidence that students teachers who hold constructivist beliefs, have strong computer efficacy, and show positive attitudes toward computers in education are more interested in using computers in future teaching practices. As a conclusion, we argue that the profile of the Net Generation student teachers shows a more heterogeneous composition than we initially expected, and that teacher educators need to be cautious about making generational assumptions solely based on the structural and technological changes.
    Computers & Education 12/2012; 59(4):1234–1245. DOI:10.1016/j.compedu.2012.05.008 · 2.56 Impact Factor
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    • "For example, drawing upon Reiman (1999) taxonomy of guided written reflections framework, Chai and Tan (2009) demonstrated how they practice emphatic understanding while at the same time challenge students' beliefs to help students reflect deeply about their beliefs. It is further conjectured that after being immersed as a knowledge builder in the teacher education program, it may be beneficial to engage teacher-education students in facilitating knowledge-building communities during their practicum experiences under the guidance of experienced knowledge building teachers (Chai and Tan 2009). The experience of teaching can be another source of challenge which will help students reflect on their stance again. "
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    ABSTRACT: This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants were 24 teacher-education students who took a required course titled “Integrating Theory and Practice in Teaching.” Data mainly came from (1) student discourse recorded in a Knowledge Forum database, (2) a survey that examined students’ views about knowledge building, and (3) interviews with regard to students’ perceived barriers to implementing knowledge building theory in teaching. Findings suggest that with sustained discourse to construct their collective understanding of the relationships between theory and practice in teaching for a semester, the participants were able to attain more informed and practical views about knowledge building theory. In addition, students’ perceived barriers to implementing knowledge building in teaching were identified and strategies to help overcome these barriers discussed.
    Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, ICLS '10, Chicago, IL, USA, June 29 - July 2, 2010, Volume 1; 07/2010
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