Article

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

ABSTRACT 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

Download full-text

Full-text

Available from: Timothy Teo, Jul 17, 2014
5 Followers
 · 
457 Views
  • Source
    [Show abstract] [Hide abstract]
    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.
  • Source
    [Show abstract] [Hide abstract]
    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
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to integrate ICT into their teaching activities (e.g., Ertmer, 2005). The available research has thus far mainly focused on isolated teacher related variables to explain the weak level of ICT integration. Also, most of this research was set up in Western settings. The present study centers on the impact of Chinese student teachers’ gender, constructivist teaching beliefs, teaching self-efficacy, computer self-efficacy, and computer attitudes on their prospective ICT use. For this purpose, a survey was set up involving student teachers from four Normal Universities in China (N = 727). Results show that prospective ICT integration significantly correlates with all teacher related variables, except for gender. Building on the results of a path analysis model, prospective ICT integration could be directly predicted on the base of teacher thinking variables (constructivist teaching beliefs, teacher self-efficacy, computer self-efficacy and computer attitudes in education), and indirectly by the gender of the student teachers. Implications for teacher education and further research are discussed.
    Computers & Education 01/2010; DOI:10.1016/j.compedu.2009.07.010 · 2.63 Impact Factor