Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme

By Athanassios Jimoyiannis, Vassilis Komis. 2007

349 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/64b544124c659d29cb3d455a6c8dd9c50dc3108f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Dominik Petko
2. Fethi A. Inan
3. Deborah L. Lowther
4. Athanassios Jimoyiannis

In Gender Studies

1. Dominik Petko
2. Fethi A. Inan
3. Deborah L. Lowther
4. Athanassios Jimoyiannis

In Information Systems

1. Dominik Petko
2. Fethi A. Inan
3. Deborah L. Lowther
4. Roy Rada
5. Athanassios Jimoyiannis

Citations in the corpus

• Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development (2010, background): “…arguments that teacher professional development programs designed through TPASK offer on coupling changes in teachers’ pedagogical cultures and philosophies for teaching and learning with their knowledge and abilities to use appropriate ICT tools with their students (Jimoyiannis & Komis, 2007).”
• Factors affecting technology integration in K-12 classrooms: a path model (2010, result): “The finding is in alignment with the abundance of previous research that suggests that the personal beliefs and dispositions of teachers may relate to technology integration in the classroom (Ertmer 2005; Jimoyiannisa and Komisb 2007; O’Dwyer et al. 2004; Vannatta and Fordham 2004).”
• Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers’ Technology Acceptance (2011, background): “Personal factors, including subject matter, gender, and teaching experience, are strongly associated with teachers’ attitudes and perceptions toward classroom technology usage (Jimoyiannis & Komis, 2007).”
• Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations (2012, background): “Thus, teachers may, indeed, be persuaded about the general importance of ICT in society, but remain unconvinced of its usefulness in schools and teaching (Barras & Petko, 2007; Jimoyiannis, 2007).”