Abstract
Research indicates that teachers’ dispositions significantly influence their integration of computer technology into classroom instruction. This article reports findings from a mixed-methods study that examined shifts in teachers’ dispositions about learning that occurs through information and communication technologies (ICT’s). Graduate students and remote professionals engaged in a one-semester learning project that included synchronous and asynchronous computer-mediated discussions of course content. The study sought to determine whether or not this exposure to ICT-based learning might be accompanied by a positive or negative affective shift, and to identify the salient features of such a shift. Quantitative analysis of responses on questionnaires administered early and late in the semester revealed a statistically significant positive shift in participants’ beliefs and dispositions regarding ICT-based learning. Qualitative analysis of the questionnaire responses and participants’ digital discussions identified two salient features of that positive shift in that participants recognized the potential of ICT-based learning to 1) motivate and engage learners, and 2) facilitate the construction and sharing of new knowledge and understanding. This paper describes the study and considers the implications for teacher preparation and professional development.
Recommended Citation
Smith, C. A., Schugar, H., & Moyer, C. A. (2011). Helping Teachers Develop Positive Dispositions about Technology-based Learning: What a Brief Global Learning Project Revealed. Journal of Educational Technology Development and Exchange (JETDE), 4(1). https://doi.org/10.18785/jetde.0401.01
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Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
