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首页> 外文期刊>International journal of strategic information technology and applications >Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula
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Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curricula

机译：小学教师对技术能力的理解和在学校课程中整合技术的动机

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摘要

Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This investigation explored teachers 'perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. Using the constant comparative method, the results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Recommendations for teacher professional development are included in this study.
机译：尽管有可用的技术资源，但在课堂上以创新方式集成和使用技术的教师人数仍未知。这项调查研究了教师对在课堂上使用计算机技术的熟练程度的看法。在决定将技术整合到课堂课程中的过程中，自决理论辅助了动机的检验。使用定性，多案例研究设计来探索10位使用技术的初等教师在课堂上使用技术的观点。使用恒定的比较方法，结果表明，在将技术融入课程中时，教师是有效的，并且相信尽管他们的技术水平很高，他们的举动仍能取得预期的效果。发现教师具有自决能力，并具有整合技术的动力；但是，当现有实践符合学校的教学规范时，创新实践并不明显。对教师专业发展的建议包括在这项研究中。

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