Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons

By Cher Ping Lim, Ching Sing Chai. British Journal of Educational Technology, 2008

318 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9757fc1b8009a9b946db1fcffa6baa7e831b5f65

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “Lim and Chai (2008), who explored how the pedagogical beliefs of Singaporean teachers impacted implementation of computermediated instruction, argued that pedagogical beliefs consisted of constructivist-oriented pedagogical belief and traditional-oriented pedagogical belief, further indicating that…”
The "third"-order barrier for technology-integration instruction: Implications for teacher education (2012, background): “However, deeply rooted beliefs can prove to be hard to detect, and unless deep changes are effected, the programs may teach the skills and knowledge but still fail to produce the necessary shift in pedagogy (see Lim & Chai, 2008).”
Factors affecting technology integration in K-12 classrooms: a path model (2010, background): “Unfortunately, increased availability of technology in the schools does not necessarily lead to improvement in classroom teaching practices ( Lim and Chai 2008; Lowther et al. 2008; Ross et al. 2004; Rutherford 2004; Smeets 2005).”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Similarly, a qualitative study of practicing teachers reported that the teacher who most consistently engaged in practices associated with his or her beliefs held a traditional, transmission-oriented perspective on teaching (Lim & Chai, 2008).”
The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “Lim and Chai's ( 2008 ) study about teachers pedagogical beliefs and their actual practice reveals a further complication in that although teachers may report in relativist and constructivist beliefs about teaching, they may actually be practising traditional teaching due, presumably, to contextual ”
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, background): “Many research studies indicate that teachers use computers to support teacher transmission of knowledge (Gao, Choy, Wang, & Wu, 2009; Lim & Chai, 2008; Selwyn, 2008).”
Factors that influence teachers’ adoption and integration of ICT in teaching/learning process (2018, unknown): “Furthermore, a large number of other studies have shown that teachers’ integration of ICT into teaching is also influenced by organisational factors, attitudes towards technology (Clausen, 2007; Lim & Chai, 2008).”
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): “…complexity, there appears to be a fairly broad consensus that emphasizes the teacher’s individual qualities, and, above all, pedagogical beliefs (Becker, 2000; Ertmer, 2005; Gobbo & Girardi, 2001; Higgins & Moseley, 2001; Jimoyiannis, 2007; Lim & Chai, 2007; Teo, 2008; Windschitl & Sahl, 2002).”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “For instance, some studies have focused on more general orientations and approaches to learning (e.g., constructivist views; Lim & Chai, 2008 ), whereas other studies have focused on beliefs about general (e.g., beliefs about questioning; Sahin et al., 2002 ) or content-specifi c pedagogical…”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Teachers' integration of ICT into teaching is also influenced by organizational factors, attitudes towards technology and other factors (Chen, 2008, Tondeur; van Braak & Valcke, 2008; Lim & Chai, 2008; Clausen, 2007).”