Teachers’ instructional perspectives and use of educational software

By Dale S. Niederhauser, Trish Stoddart. 2001

457 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c4e42dc4253463d98b3bc517d5fbcf79762aebff

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In Education

Citations in the corpus

Factors influencing digital technology use in early childhood education (2014, background): “Teachers are a powerful mediator of technology’s impact on student learning (Neiderhauser & Stoddart, 2001), but there is a lack of evidence that teachers are effectively integrating technology into their classrooms (Keengwe, Onchwari, & Wachira, 2008).”
Factors affecting technology integration in K-12 classrooms: a path model (2010, methodology): “Example applications include word processing, presentations, databases, spreadsheets, Web 2.0 tools, and concept mapping (Brown and Adler 2008; Niederhauser and Stoddart 2001).”
Examining teachers’ beliefs about ICT in education: implications of a teacher preparation programme (2007, background): “A series of independent studies indicate that both teachers’ personal theories and perceptions about teaching and learning processes and their level of competence with ICT play a major role in how they implement ICT and how they motivate themselves to use ICT tools in the classroom (Gobbo & Girardi,”
Factors Affecting Teachers' Use of Information and Communication Technology. (2009, background): “The strengths of the programmes showed that teachers became more frequent users of technology, expressed a greater desire to learn along with their students.”
Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change (2005, background): “Similarly, previous research has shown that ICT can be used to support a variety of teaching and learning approaches so that teachers do not need to change their practice (Myhre 1998, Niederhauser and Stoddart 2001).”
Curricula and the use of ICT in education: Two worlds apart? (2007, background): “Curriculum reform, based on in ICT, is therefore unlikely to succeed unless we understand teachers’ personal perspectives and educational practices (Niederhauser & Stoddart, 2001).”
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, background): “Teachers are likely to use their past experiences, beliefs, and attitudes about learning and teaching to develop their beliefs about technology as a teaching method or instructional tool (Ertmer, 2005; McGrail, 2005; Niederhauser & Stoddart, 2001; Windschitl & Sahl, 2002).”
Does ICT contribute to powerful learning environments in primary education? (2005, background): “Niederhauser and Stoddart (2001) found that teachers who adhered to traditional transmission approaches to instruction, tended to prefer skill-based software, whereas most teachers who supported constructivist views of teaching and learning, used skill-based as well as open-ended software.”
A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics (2008, background): “Several studies explain this by hypothesizing that teachers who use computers do so because their conceptions of using ICT fit into their existing teaching beliefs or belief system (Niederhauser & Stoddart 2001).”
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology (2007, background): “…in ways that encourage integration (for examples see, Fulton, Glenn, Valdez, & Blomeyer, 2002; Fulton, Glenn, & Valdez, 2003; Hacker & Niederhauser, 2000; Loucks-Horsley, Hewson, Love, & Stiles, 1997; Niederhauser, Salem, & Fields, 1999; Niederhauser & Stoddart, 2001; Strudler & Wetzel, 1999).”
Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “Many researchers demonstrated that teacher beliefs play critical roles in successful technology integration (Ertmer,1999, 2005; Hermans et al., 2008; Niederhauser & Stoddart, 2001; Tondeur, van Keer, van Braak, & Valcke, 2008; Windschitl & Sahl, 2002) or influence technology use indirectly (Y.-L.…”
Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature (2012, background): “Though some research reported that teachers' experience in teaching did not influence their use of computer technology in teaching (Niederhauser & Stoddart, 2001), most research showed that teaching experience influence the successful use of ICT in classrooms (Wong & Li, 2008; Giordano, 2007;…”
Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions (2003, background): “Niederhauser and Stoddart (2001), and a prominent study of primary teachers by Moseley et al (1999), found that teachers choose ICT applications, activities and approaches to fit their own perspectives on teaching and learning.”
Which factors obstruct or stimulate teacher educators to use ICT innovatively? (2008, background): “It is often assumed that the use of ICT will lead to changes in learning arrangements and teaching methods but factors influencing innovative ICT-use are not explicitly analysed (e.g., Becker, 2000; Pelgrum, 2001).”