The relationship between teachers’ pedagogical beliefs and technology use
This systematic review of 14 studies across educational sectors and eight countries examines the link between teachers’ pedagogical beliefs and their educational uses of technology. It is based on a recognition that successful technology integration is a complex process that is influenced by teachers’ pedagogical beliefs.
In the field of educational technology, teachers’ beliefs have been commonly classified into one of two categories: teacher-centred beliefs and student-centred beliefs. Teacher-centred beliefs are typically associated with behaviourism, whereas teachers with student-centred beliefs typically adopt classroom practices associated with constructivism and/or social constructivism. These teachers tend to be active technology users (Deng et al. 2014). However, a multi-dimensional view suggests that teachers hold varying degrees of both kinds of beliefs (Ertmer and Ottenbreit-Leftwich 2010).
Findings
The review findings are presented in terms of five patterns in the literature:
(1) Technology is viewed as a way to motivate teachers to experiment, implement, and refine new approaches to teaching and learning. The integration of technology within classroom educational processes has the potential to change teachers’ beliefs towards more student-centred, constructivist beliefs. Learning to teach with technology is an iterative process: beliefs lead to actions, which, in turn, lead to the development of reconstructed or reaffirmed beliefs (Haney et al. 2002). At the same time, teachers with constructivist beliefs are more likely to adopt technology in student-centred ways within the context of teaching and learning. For example, one study stated that computers promoted dialogues in the classroom and ‘encouraged students to explore and research new ideas and understand the ideas for themselves’.
(2) Teachers’ pedagogical beliefs may hinder or prevent technology integration. Recurrent barriers include a lack of time, a rigid schedule of classes, examination requirements, lack of control and the idea that students are not ready to learn from a technology-integrated constructivist approach.
(3) Teachers’ pedagogical belief systems can be complex and multifaceted, making it important to use a multidimensional approach to addressing the relationship between pedagogical beliefs and technology use, rather than the bipolar distinction often made between teacher-centred beliefs and more student-centred educational beliefs. This supports the idea that the technology integration process is an individual process, unique to each teacher.
(4) A better understanding of the role of pedagogical beliefs is needed for teachers to benefit from professional development aimed at increasing teachers’ use of tools that facilitate knowledge construction rather than knowledge transmission. For example, Kopcha (2010) suggested a model that begins with individualised mentoring and culminates with the creation of a teacher-led community of practice.
(5) The influence of context on pedagogical beliefs and technology use was a key theme. Successful technology integration is dependent on a supportive school environment, which includes school policies that are based on the development of a shared vision that incorporates the meaningful integration of technology and building a coherent and supportive school community of practice.
Conclusions
‘The results presented in this review study fuel the development of theory concerning the complex relationship between teachers’ pedagogical beliefs and educational innovations, with a special focus on technology. Past programs aimed at increasing technology integration in education have often failed due to a mismatch between the educational change and the meanings attached to that change by those involved in the instructional process. Consequently, the process of effective technology integration should not be facilitated as a stand-alone event, focusing solely on technical skills. Based on the results of this study, teachers’ beliefs about ‘‘good’’ education should be a critical dimension in professional development programs that support teachers learning about the meaningful use of technology in education.’
Key ideas
- Teachers’ pedagogical belief systems can be complex and multifaceted, making it important to use a multidimensional approach to addressing the relationship between pedagogical beliefs and technology use.
- Teachers with constructivist beliefs are more likely to adopt technology in student-centred ways within the context of teaching and learning.
- ‘Based on the results of this study, teachers’ beliefs about ‘‘good’’ education should be a critical dimension in educational technology professional development programs.’
References:
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42, 255–284.
Kopcha, T. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research and Development, 58(2), 175–190.
Tondeur, J., van Braak, J., Ertmer, P.A. and Ottenbreit-Leftwich, A., 2016. Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, pp.1-21.
