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dc.contributor.convenorGeoff Romeoen_AU
dc.contributor.authorPrestridge, Sarahen_US
dc.contributor.editorDonna Gronn Geoff Romeoen_US
dc.date.accessioned2017-05-03T12:20:21Z
dc.date.available2017-05-03T12:20:21Z
dc.date.issued2010en_US
dc.date.modified2010-10-28T07:13:00Z
dc.identifier.refurihttp://acec2010.info/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/32234
dc.description.abstractThis paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-Leftwich & York, 2007; Higgins & Mosley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform. The paper reports on the initial phase of data collection for a Griffith University Industry Collaborative project. The Industry Partners are four Catholic primary schools and their communities in the Brisbane Archdiocese. A teacher survey was implemented across the four schools. Questions asked participants about their ICT beliefs, practices and competency, as well as future ICT directions. The survey data was analysed using a factor analysis with correlations made to data sets. The results present specific links between ICT beliefs that are informing teachers' practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent129535 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Council for Computers in Education (ACCE) and Information and Communication Technologiesen_US
dc.publisher.placeMelbourne, Australiaen_US
dc.publisher.urihttp://acec2010.info/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameACEC 2010: Digital Diversity Conferenceen_US
dc.relation.ispartofconferencetitleAustralian Computers in Education Conference 2010 (ACEC2010)en_US
dc.relation.ispartofdatefrom2010-04-06en_US
dc.relation.ispartofdateto2010-04-09en_US
dc.relation.ispartoflocationMelbourne, Australiaen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleThe alignment of digital pedagogy to current teacher beliefsen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright 2010 Australian Council for Computer Education. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Use hypertext link for access to conference website.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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