Title: Interaction between teacher and student beliefs when using different technology tools in a tertiary context

Authors: Jeanne Kriek; Annaretha Coetzee

Addresses: Institute for Science and Technology Education, University of South Africa, Pretoria 0003, South Africa ' Department of Physics, Tshwane University of Technology, Pretoria 0001, South Africa

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.

Keywords: beliefs; technology tools; blended learning; videos; clickers; simulations; pedagogical reasoning.

DOI: 10.1504/IJTEL.2021.114049

International Journal of Technology Enhanced Learning, 2021 Vol.13 No.2, pp.121 - 138

Received: 22 Jul 2019
Accepted: 31 Oct 2019

Published online: 08 Apr 2021 *

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