Interaction between teacher and student beliefs when using different technology tools in a tertiary context Online publication date: Thu, 08-Apr-2021
by Jeanne Kriek; Annaretha Coetzee
International Journal of Technology Enhanced Learning (IJTEL), Vol. 13, No. 2, 2021
Abstract: Teachers and students have different beliefs about the use of technology, but beliefs guide the way teachers teach and influence student learning. This study explores: (i) how different teachers' beliefs about the use of prescribed technology tools influence their pedagogical reasoning and (ii) student beliefs concerning the impact of technology tools on their learning. An exploratory case study research design was followed with two teachers and 77 students. Five instruments were used, a teacher belief questionnaire, student content test, observation protocol, teacher reflective questionnaire and student feedback questionnaire. Findings confirm that different beliefs of teachers caused them to use the same technology tools differently, with little impact on student beliefs regarding their learning. The two groups ranked the technology tools to promote learning in the same sequence despite the differences in teacher behaviour, and favoured activities that involve active learner involvement.
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