teacher attitudes

7/30/2019 Teacher Attitudes

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TeacherAttitudes to ICTA Personality Perspective

Steve WheelerFaculty of Education


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What is Attitude?

SteveWheeler,UniversityofPly

mouth,

2006
mailto:[email protected]?subject=outils


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What is Attitude?

A state of mind or a feeling

A dispositionAn inclination

A tendency


mouth,

2006
mailto:[email protected]?subject=outils


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How Can Attitudes be Measured?

Finally an e-mail which goes.!


mouth,

2006
http://localhost/var/www/apps/conversion/tmp/scratch_5/copperfield_english.ppsmailto:[email protected]?subject=outils


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While the majority of teachers (92% primary

and 92% secondary) are interested in

developing their ICT skills and knowledge,

many non-computing teachers feeloverwhelmed by developments.

Teacher Perceptions of ICT

Source: http://www.scotland.gov.uk/library/ict/append-section5.htm SteveWheeler,UniversityofPly

mouth,

2006


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They worry about the pace of developments,

feel they cannot cope with the jargon

associated with computers, and generally

worry about their own lack of skills andknowledge compared to that of their own

pupils.

Teacher Perceptions of ICT

Source: http://www.scotland.gov.uk/library/ict/append-section5.htm SteveWheeler,UniversityofPly

mouth,

2006


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Secondary vs. Primary

Secondary teachers seem more

comfortable with ICT and are more

inclined to find it helpful in a variety ofplanning and management tasks. On

the other hand, they are less convinced

than primary teachers about thebenefits to pupils.

Source: http://www.scotland.gov.uk/library/ict/append-section5.htm


mouth,

2006


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Losing control of the learning The majority of teachers first priority is to

maintain order in the classroom and to have a

controlled learning environment. Any suggestion

of adopting very innovative teaching techniques

such as using ICT is therefore seen as

threatening this orderly pattern and therefore not

desirable. There is a genuine fear amongstmany teachers about ICT and scepticism of its

value to their pupils (Cox, Preston & Cox, 2000)

Barriers to Using ICT

Source: http://www.leeds.ac.uk/educol/documents/00001304.htm SteveWheeler,UniversityofPly

mouth,

2006


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Barriers to Using ICTInadequate resources Even if the above problems are overcome

there is often a difficulty for teachers who

have had some training to be able to useICT because there are insufficient ICTresources in the school or there is notenough time to review then and plan

lessons incorporating their use. (Cox,Preston & Cox, 2000)

Source: http://www.leeds.ac.uk/educol/documents/00001304.htm SteveWheeler,UniversityofPly

mouth,

2006


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What will increase teachers confidence in

the use of ICT?

Question:


mouth,

2006


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Need for development of the necessary skillsat all ages, in all parts of society, to use andparticipate in ICT effectively.

Such skills include functional and digital

literacy, and the ability to be involved increating and accessing content, as well as theability to participate in an interactive electronicenvironment.

Confidence also encompasses creating trust,safety and security in the use of ICT.

Confidence in ICT Use

Source: www.digitalstrategy.govt.nz SteveWheeler,UniversityofPly

mouth,

2006


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Attitudes may be linked to Personality Type


mouth,

2006


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Which one are you?


mouth,

2006


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Which one are you?


mouth,

2006


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Personality Type Indicator (Myers-Briggs)Introvert/ Extravert: the datathat is important;

characteristic relationship to outer or inner world;

describes direction of energy flow

introvert- concerned with inner facts/ experience/

reality

extravert- concerned with outer world

Sensing/ Intuitive: percept ion; the mode of process ing

in format ion;sensing- based on sensory data- sight/ hearing/ taste

intuiting- based on grasping wholes,

interrelationships, "hunches"

Source: home.att.net/~revdak/ spir243/images/eysenck.gif SteveWheeler,UniversityofPly

mouth,

2006


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Personality Type Indicator (Myers-Briggs)Thinking/Feeling: valuingandjudgement

Thinking- measures information in relation to log ic

Feeling-- measured in relation to peopleand

re lat ionships(not the same as emotion; Jung

considered this a rat ionalfunction)

Judging/Perceiving: preferred relat ionship to the outer

wor ld

Judging- needing closure, completion, decisionPerceiving- looking for new information; keeping the

question open

Source: home.att.net/~revdak/ spir243/images/eysenck.gif SteveWheeler,

UniversityofPly

mouth,

2006


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Personality Type Indicator (Myers-Briggs)

Extroversion Introversion

Sensing Intuition

Thinking Feeling

Judging Perceiving

SteveWheeler,

UniversityofPly

mouth,

2006


18/25

Personality Type Indicator (Myers-Briggs)

Extroversion Introversion

Sensing Intuition

Thinking Feeling

Judging Perceiving

SteveWheeler,

UniversityofPly

mouth,

2006


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Activity Have a look at the Childrens Computer

Attitude Questionnaire (CAQ)

In pairs discuss what you think theCAQ is trying to find out how is itpresented and what is it designed to

do?

Time 20 minutes

SteveWheeler,

UniversityofPly

mouth,

2006


20/25

To me e-mail is:

Important unimportant

Boring interesting

Relevant irrelevantExciting unexciting

Appealing unappealing

Fascinating mundane

Worthless valuable

Involving uninvolving

Not needed needed

Teachers Attitudes Toward Information Technology Questionnaire(TAT)

SteveWheeler,

UniversityofPly

mouth,

2006


21/25

In one study.

Introverted teachers (quiet, friendly) prefer touse multimedia in the classroom.

Judging types did not value having computers

in the classroom as highly as perceiving types.

Teachers Attitudes Toward Information Technology Questionnaire(TAT)

Source: Christophel et al, (1998) www.tcet.unt.edu/pubs/studies/personty.htm

SteveWheeler,

UniversityofPly

mouth,

2006


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Technology Acceptance

Technology Acceptance Model (Davis, Bagozzi and Warshaw, 1989)

SteveWheeler,

UniversityofPly

mouth,

2006


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Belief Congruence (Ajzen) Contextual factors can influence

beliefs, affecting attitudes andbehaviour.

Research based on the principle ofbelief congruence explores the extentto which the beliefs accessible in thecontext ofattitude assessment arecompatible with the beliefs that areaccessible in the behavioural context.

Source: http://www-unix.oit.umass.edu/~aizen/research.html

SteveWheeler,

UniversityofPly

mouth,

2006


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Planned Behaviour Theory (Ajzen & Fishbein)

Source: http://www-unix.oit.umass.edu/~aizen/tpb.diag.html

SteveWheeler,

UniversityofPly

mouth,

2006


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Steve WheelerFaculty of Education

The important

thing in life is

how you seeyourself

SteveWheeler,

UniversityofPly

mouth,

2006

teacher attitudes

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