Teacher beliefs explain variance in computer use comparable to technology-related variables¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Adding teacher beliefs to the multilevel model increased explained variance about as much as adding the technology-related variables. → Hermans 2008

Evidence¶

Hermans 2008¶

Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499–1509. https://doi.org/10.1016/j.compedu.2008.02.001

q3 · i? · associational · r2

Stepwise multilevel modelling compared the variance explained by each variable subset. Adding beliefs raised R² by 7.3% at teacher level and 9.7% at school level, versus 7.2% and 9.8% respectively for the technology-related variables — a comparable contribution.

"Correspondingly, by adding teacher beliefs to Model 2b, the results show an increase of 7.3% at teacher level and 9.7% at school level (Model 3)."

Discussion¶

Related Claims¶

• Computer availability explains almost half of between-school differences in student computer use, with the strongest relationship in schools with insufficient access — related
• School-related factors influence teachers' digital data use only indirectly, mediated by teacher will-skill-tool characteristics, in a model explaining 50% of variance — related
• Self-efficacy and attitudes towards technology integration predicted positive experiences in online distance teaching, jointly explaining 52% of variance. — related
• Constructivist teacher beliefs positively predict primary teachers' classroom use of computers — a narrower finding that bears on this claim