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dc.contributor.authorJamieson-Proctor, R
dc.contributor.authorFinger, G
dc.date.accessioned2017-05-03T11:41:54Z
dc.date.available2017-05-03T11:41:54Z
dc.date.issued2006
dc.date.modified2014-04-09T00:27:21Z
dc.identifier.issn0816-9020
dc.identifier.urihttp://hdl.handle.net/10072/12604
dc.description.abstractICT curriculum integration is the apparent goal of an extensive array of ICT initiatives in all Australian states and territories. However, the reported impact of ICT use by teachers on learning and teaching is by no means consistent. Explanations offered for this in the literature include the influence of teacher confidence and expertise, and teacher beliefs about the potential for ICT to make a difference to student learning, as well as issues around teacher professional development, school technological infrastructure and technical support along with the need for leadership. This paper re-analyses data sets from two previously unlinked studies to investigate the relationship between pre-service and practising teachers' confidence in using ICT with students and beliefs about the extent to which computers can improve student learning outcomes. The results show that differences between male and female teachers in their confidence to use ICT with students are not a reflection of undergraduate teacher beliefs about computers. Gender differences would appear to emerge post-graduation. The results from this study warrant further investigation into why female teachers are less confident than their male colleagues and therefore why their students use ICT less frequently than students of more confident male teachers. Given that70% of the teaching workforce in Queensland state schools is female, this has major implications for student use of ICT.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent495633 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherAustralian Council for Computers in Education
dc.publisher.placeAustralia
dc.publisher.urihttp://acce.edu.au/journal/21/2/relationship-between-pre-service-and-practising-teachers%E2%80%99-confidence-and-beliefs-about-
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom25
dc.relation.ispartofpageto33
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralian Educational Computing
dc.relation.ispartofvolume21
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.titleRelationship between pre-service and practising teachers' confidence and beliefs about using ICT
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/2.5/
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2006. This is an Open Access article distributed under the terms of the Creative Commons Attribution 2.5 Generic License (http://creativecommons.org/licenses/by/2.5/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
gro.date.issued2006
gro.hasfulltextFull Text
gro.griffith.authorJamieson-Proctor, Romina
gro.griffith.authorFinger, Glenn D.


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