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Beginning teachers understanding performances of technology integration

URI
https://hdl.handle.net/10497/13724
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Type
Article
Files
 APJE-31-2-211.pdf (99.13 KB)
Citation
Gao, P., Wong, A. F. L., Choy, D., & Wu, J. (2011). Beginning teachers' understanding performances of technology integration. Asia Pacific Journal of Education, 31(2), 211-223. https://doi.org/10.1080/02188791.2011.567003
Author
Gao, Ping
•
Wong, Angela F. L.
•
Choy, Doris 
•
Wu, Jing
Abstract
As part of a two-year, mixed methods study, the focus of this paper reports the qualitative findings that are related to nine beginning teachers' learning to teach with Information and Communication Technology (ICT) during their first year of teaching. It aims to explore how these teachers deepen their understanding performances of technology integration in their first year. They demonstrated consistent, varied perceptions, frequency and ways of using ICT for classroom teaching and learning from their initial teacher education to their first year teaching. They developed diverse understandings of technology integration from their own practice, and chose to play different roles, such as, follower, doer and emerging teacher leader for technology integration. Suggestions to schools on providing beginning teachers with ongoing technical and pedagogical support and capitalizing on their tech-savvy strengths are discussed.
Keywords
  • Beginning teachers

  • Technology integratio...

  • Qualitative methods

  • Understanding perform...

Date Issued
2011
Publisher
Taylor & Francis
Journal
Asia Pacific Journal of Education
DOI
10.1080/02188791.2011.567003
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