Constructivist teacher beliefs positively predict primary teachers' classroom use of computers¶

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? Teachers' constructivist beliefs have a significant positive effect on classroom use of computers, controlling for demographics and 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

Multilevel analysis (Model 3) of questionnaire data from 525 primary teachers in 68 Flemish schools, adding teacher beliefs to a model already containing gender, computer experience and computer attitudes. The article reports "a significant positive effect on the ‘Class Use of Computers’" with χ² = 21.69, p < 0.001; no standardised effect size is printed.

"The analysis results confirm the latter and support the assumption that constructivist beliefs about teaching and learning have a significant positive effect on the ‘Class Use of Computers’ ( v2 = 21.69, df =1 , p < 0.001)."

Discussion¶

Related Claims¶

• Traditional teacher beliefs negatively predict primary teachers' classroom use of computers — related
• Teacher beliefs explain variance in computer use comparable to technology-related variables — a broader claim this one bears on
• Teacher characteristics (computer attitudes, innovativeness, intensity of use) significantly predict classroom ICT use alongside policy factors — related