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首页> 外文会议>International conference on innovative technologies and learning >Teachers' Beliefs About Technology in the Classroom from Early Implementation Phase in 2003 to Contemporary Practise in 2016
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Teachers' Beliefs About Technology in the Classroom from Early Implementation Phase in 2003 to Contemporary Practise in 2016

机译：从2003年的早期实施阶段到2016年的当代实践，教师对课堂技术的信念

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摘要

As a recognition of the importance of teachers' beliefs for developing robust ICT use in the schools, this paper investigates how teacher beliefs have changed from the implementation phase in the early 2000s and up to present time. Utilising data from the national Norwegian survey "Monitor school", variables on the amount of ICT used by teachers in the classroom are used as predictor for the teachers' beliefs about technology. The data is drawn from 6 datasets (2003, 2005, 2007, 2009, 2011 and 2016) and encompass 3032 teachers in 7th, 9th and 2nd upper secondary grade. Three variables of teachers' beliefs about technology covers aspects of ICT and differentiation, variation and motivation. The findings point at the fact that teachers already in 2003 were positive towards technology, but that their beliefs about the benefits of using ICT in teaching increased substantially between 2005 and 2007. Furthermore, the impact of teachers' use of ICT on their beliefs is seen only with a moderate, although significant estimate.
机译：为了认识到教师的信念对于在学校中大力发展ICT的重要性，本文调查了从2000年代初期到现在的教师信念是如何变化的。利用来自挪威国家调查“监测学校”的数据，教室中教师使用的ICT数量变量被用作教师对技术信念的预测指标。数据来自6个数据集（2003、2005、2007、2009、2011和2016），涵盖了7年级，9年级和2年级的3032名教师。教师对技术的信念的三个变量涵盖了信息通信技术以及差异化，变异性和动力性等方面。调查结果表明，2003年已经对技术产生积极影响的教师，但是他们对使用信息通信技术在教学中的益处的信念在2005年至2007年之间有了很大的增长。此外，还可以看到教师使用信息通信技术对其信念的影响。仅具有适度但重要的估计值。

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