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dc.contributor.authorObara, Samuel ( )
dc.contributor.authorNie, Bikai ( )
dc.contributor.authorSimmons, John ( )
dc.date.accessioned2019-12-16T12:38:07Z
dc.date.available2019-12-16T12:38:07Z
dc.date.issued2018
dc.identifier.citationObara, S., Nie, B., & Simmons, J. (2018). Teachers’ conceptions of technology, school policy and teachers’ roles when using technology in instruction. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), pp. 1337-1349.en_US
dc.identifier.issn1305-8223
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/9082
dc.description.abstractThis case study invested effort in capturing individual teachers’ responses to their conceptions of technology and school policy on technology, and how they actually or intentionally used technology, to clarify what roles teachers played in the use of technology. The study indicates that the teachers’ conceptions of technology and school policy on technology had an impact on how they actually or intentionally use technology. The roles teachers played in the use of technology are Learners, Leaders, Collaborators, and Designers.en_US
dc.formatText
dc.format.extent13 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.publisherModestum
dc.sourceEurasia Journal of Mathematics, Science and Technology Education, 2018, Vol. 14, No. 4, pp. 1337-1349.
dc.subjectTechnology
dc.subjectSchool policy
dc.subjectLeaders
dc.subjectImpact
dc.subjectConceptionsen_US
dc.titleTeachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instructionen_US
dc.typepublishedVersion
txstate.documenttypeArticle
dc.rights.holder© 2017 The Authors.
dc.identifier.doihttps://doi.org/10.29333/ejmste/83569
dc.rights.licenseCreative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
dc.description.departmentMathematics


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