Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?

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Dunn, K. & Rakes, G. (2010). Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?. Journal of Technology and Teacher Education, 18(1), 57-83. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/29376.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 1, January 2010
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Karee Dunn, University of Arkansas, USA; Glenda Rakes, University of Tennessee at Martin, USA

Abstract

After more than two decades of concerted effort, less than desirable progress has been made in ?the integration of effective technology use in the classroom. In many cases computers have ?entered classrooms, but are used to do little more than support existing teaching practices (i.e. ?PowerPoint read as lecture). Research suggests that teachers concerns regarding the use of ?technology in the classroom significantly influence their technology usage. In this study, the ?authors investigated the influence of teachers’ learner-centered beliefs and teacher efficacy on ?consequence concerns. These two constructs were selected due to conceptual relevance and ?because they are trainable characteristics. The results of this study indicated that learner-centered ?beliefs and teacher efficacy significantly influence consequence concerns.?

Keywords

• Attitudes
• Teachers
• Cognition
• Educational Technology
• Professional Development

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