Please use this identifier to cite or link to this item:
Title: Factors affecting school teachers' perceptions of the instructional benefits of digital technology
Author: Badia Garganté, Toni
Meneses, Julio
Sigalés Conde, Carles
Fàbregues Feijóo, Sergi
Keywords: Instructional effectiveness of technology
Technology integration
Computer use in schools
Improving classroom teaching
Issue Date: 1-Aug-2014
Publisher: Procedia - Social and Behavioral Sciences
Citation: Badia Garganté, T., Meneses, J., Sigalés Conde, C. & Fàbregues, S. (2014). Factors affecting school teachers' perceptions of the instructional benefits of digital technology. Procedia - Social and Behavioral Sciences, 141(), 357-362. doi: 10.1016/j.sbspro.2014.05.063
Also see:
Abstract: The potential benefits of digital technology for teaching and learning in schools have been extensively characterized in the academic literature. However, little is known about the factors that affect teachers' perceptions of these benefits. This state of affairs is problematic since we know that teachers' perceptions have an impact on their teaching practices. The ultimate aim ofthis study was to develop and test a model of the factors affecting primary and secondary school teachers' perceptions about the instructional benefits of digital technology in their teaching practices. Instructional benefits are defined here as the contribution of digital technology in several aspects of curriculum development such as the formulation of learning goals, the development of curriculum content and learning activities, the allocation of educational resources, and the adoption of new methods of assessment. This study used survey data gathered from 702 teachers from a 356 primary and secondary schools in Spain. The study aimed at exploring the relationship between teacher' perceptions of the benefits of using digital technology for curriculum development and individual and school-level conditions. Correlation analyses examined the relationship between overall variables and teachers' perceptions. Several significant relations were identified. Preliminary findings suggest that factors such as teaching area, digital literacy, educational ICT training, and Internet access are important predictors of teachers' perceptions of the instructional benefits of digital technology. The outcomes of the study will help schools and teachers to enhance the use of digital technology in their teaching and learning practices.
Language: English
ISSN: 1877-0428MIAR
Appears in Collections:Articles

Files in This Item:
File Description SizeFormat 
factorsaffecting.pdf276,68 kBAdobe PDFThumbnail
View statistics

Items in repository are protected by copyright, with all rights reserved, unless otherwise indicated.