Advanced search
1 file | 195.62 KB

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

Guoyuan Sang (UGent), Martin Valcke (UGent), Johan van Braak (UGent), Jo Tondeur (UGent) and Chang Zhu (UGent)
Author
Organization
Abstract
Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise 'teachers' constructivist teaching beliefs', 'teacher attitudes towards computers in education', 'teachers' computer motivation', 'teacher perception of ICT-related policy'. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.
Keywords
TECHNOLOGY INTEGRATION, BELIEFS, PERSPECTIVES, EDUCATION, PERCEPTIONS, MOTIVATION, ATTITUDE, MODELS, computer attitude, computer motivation, ICT integration, teacher beliefs, COMPUTER USE

Downloads

    • full text
    • |
    • UGent only
    • |
    • PDF
    • |
    • 195.62 KB

Citation

Please use this url to cite or link to this publication:

Chicago
Sang, Guoyuan, Martin Valcke, Johan van Braak, Jo Tondeur, and Chang Zhu. 2011. “Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-related Variables.” Journal of Computer Assisted Learning 27 (2): 160–172.
APA
Sang, G., Valcke, M., van Braak, J., Tondeur, J., & Zhu, C. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. JOURNAL OF COMPUTER ASSISTED LEARNING, 27(2), 160–172.
Vancouver
1.
Sang G, Valcke M, van Braak J, Tondeur J, Zhu C. Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables. JOURNAL OF COMPUTER ASSISTED LEARNING. 2011;27(2):160–72.
MLA
Sang, Guoyuan, Martin Valcke, Johan van Braak, et al. “Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-related Variables.” JOURNAL OF COMPUTER ASSISTED LEARNING 27.2 (2011): 160–172. Print.
@article{1195003,
  abstract     = {Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is important given that the different cultural context in which the interplay between teacher beliefs and educational practices has only been documented quiet little. The present study centres on the complex interplay of a number of internal teacher variables to explain ICT classroom integration. These variables comprise 'teachers' constructivist teaching beliefs', 'teacher attitudes towards computers in education', 'teachers' computer motivation', 'teacher perception of ICT-related policy'. A survey was set up, involving 820 Chinese primary school teachers. Path modeling was used to explore the direct and indirect effects of the teacher-related variables on their level of ICT classroom integration. Firstly, two distinctive types of ICT use can be distinguished in the Chinese context: (a) teacher supportive use of ICT that refers to the use of ICT for e.g. student administration, preparing worksheets, developing evaluation activities; and (b) classroom use of ICT to support and enhance the actual teaching and learning process. The results show that classroom use of ICT directly depends on teachers' computer motivation and the supportive use of ICT. Teachers' constructivist beliefs, their attitudes towards computers in education and perceptions about the ICT-related school policy influence ICT integration in an indirect way. The results demonstrate how the complex interplay between teacher-related variables and ICT integration in the classroom is partly in line with findings in non-Asian contexts. A number of differences can be explained by the particular Chinese context. In particular an indirect relationship was found between teachers' constructivist beliefs and their level of ICT integration.},
  author       = {Sang, Guoyuan and Valcke, Martin and van Braak, Johan and Tondeur, Jo and Zhu, Chang},
  issn         = {1365-2729},
  journal      = {JOURNAL OF COMPUTER ASSISTED LEARNING},
  keyword      = {TECHNOLOGY INTEGRATION,BELIEFS,PERSPECTIVES,EDUCATION,PERCEPTIONS,MOTIVATION,ATTITUDE,MODELS,computer attitude,computer motivation,ICT integration,teacher beliefs,COMPUTER USE},
  language     = {eng},
  number       = {2},
  pages        = {160--172},
  title        = {Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables},
  url          = {http://dx.doi.org/10.1111/j.1365-2729.2010.00383.x},
  volume       = {27},
  year         = {2011},
}

Altmetric
View in Altmetric
Web of Science
Times cited: