Digitally Supported Learning Processes in Schools: Teachers’ Implicit Theories on Learning Activities with Technology

Esterl, Nadine; Berger, Sonja und Nistor, Nicolae (2023): Digitally Supported Learning Processes in Schools: Teachers’ Implicit Theories on Learning Activities with Technology. 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023. Viberg, Olga; Jivet, Ioana; Muñoz-Merino, Pedro J.; Perifanou, Maria und Papathoma, Tina (Hrsg.): In: Responsive and Sustainable Educational Futures, Cham, Switzerland: Springer. S. 548-553

Abstract

Technology is often not used profitably to promote teaching and learning processes. Implicit theories influence the use of technology in teaching. So far, these have been insufficiently explored against the background of the ICAP framework. This study addressed this research gap and investigated teachers’ implicit theories of quality use of technology. Semi-structured expert interviews were conducted with N = 12 teachers from different types of secondary schools in Germany. The results show that the use of technology for passive engagement is justified by the format of the technology, the active engagement by the learning outcome, the constructive engagement by information and communication technology (ICT) literacy promotion and the interactive engagement by students’ cooperation. Further research should describe implicit theories by the way learner-centered teaching is implemented with technology.

• Dokumententyp: Konferenzbeitrag (Paper)
• Fakultät: Psychologie und Pädagogik > Department Psychologie > Empirische Pädagogik und Pädagogische Psychologie
• Themengebiete: 100 Philosophie und Psychologie > 150 Psychologie
• ISSN: 0302-9743
• Ort: Cham, Switzerland
• Sprache: Englisch