ABSTRACT

This manuscript explores teacher beliefs about technology in three 9th grade English classrooms. Examining these teachers’ pedagogical uses of technology and their discussion of technology with their students, this study highlights how teacher beliefs can render technology invisible. Teachers demonstrated consistent assumptions that technology would drive student interest. Further, only recent, futuristic innovations “counted” as technology to the teachers; word processing, presentation, and web-based tools driving today’s business world did not “count” as technology in teachers’ pedagogical decisions. Ultimately, this study highlights differences in contemporary educational research on teacher beliefs, teacher education, and how schools are currently treating technology.

摘要

这份手稿探讨了三个 9 年级英语教室中教师对技术的看法。通过检查这些教师对技术的教学使用以及他们与学生对技术的讨论，本研究强调了教师的信念如何使技术变得无形。教师们展示了一致的假设，即技术会激发学生的兴趣。此外，只有最近的、未来主义的创新才“算作”教师的技术；推动当今商业世界的文字处理、演示和基于网络的工具在教师的教学决策中“不算”为技术。最终，这项研究强调了当代教育研究在教师信仰、教师教育以及学校目前如何对待技术方面的差异。