Teacher Technology Change

TLDR

Despite increased computer access and technology training, technology is still not being used to support the kinds of instruction believed to be most powerful. The study investigates which teacher qualities enable effective technology integration and proposes that teachers must view ICT as essential for student learning. The authors review literature on four teacher‑change variables—knowledge, self‑efficacy, pedagogical beliefs, and subject/school culture—to identify enablers of technology integration. The findings highlight implications for teacher education and professional development programs.

Abstract

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers' mindsets must change to include the idea that "teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning." Implications are discussed in terms of both teacher education and professional development programs.