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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 (2011) JOURNAL OF COMPUTER ASSISTED LEARNING. 27(2). p.160-172
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
TECHNOLOGY INTEGRATION, BELIEFS, PERSPECTIVES, EDUCATION, PERCEPTIONS, MOTIVATION, ATTITUDE, MODELS, computer attitude, computer motivation, ICT integration, teacher beliefs, COMPUTER USE
journal title
JOURNAL OF COMPUTER ASSISTED LEARNING
J. comput. assist. learn.
volume
27
issue
2
pages
160 - 172
Web of Science type
Article
Web of Science id
000288383500005
ISSN
1365-2729
DOI
10.1111/j.1365-2729.2010.00383.x
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1195003
handle
http://hdl.handle.net/1854/LU-1195003
date created
2011-03-23 09:17:57
date last changed
2016-12-19 15:44:41
@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},
}

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.