Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction

Samuel Obara; Bikai Nie; John Simmons

doi:10.29333/ejmste/83569

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Samuel Obara ¹ ^* , Bikai Nie ¹, John Simmons ²

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¹ Texas State University, San Marcos, Texas, U.S.A.² East Georgia State College, Swainsboro, Georgia, U.S.A.^* Corresponding Author

Abstract

This 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.

Keywords

conceptions
technology
school policy
leaders
impact

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 4, 1337-1349

https://doi.org/10.29333/ejmste/83569

Publication date: 18 Jan 2018

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Article Downloads: 1297

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How to cite this article

APA

Obara, 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), 1337-1349. https://doi.org/10.29333/ejmste/83569

Vancouver

Obara S, Nie B, Simmons J. Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction. EURASIA J Math Sci Tech Ed. 2018;14(4):1337-49. https://doi.org/10.29333/ejmste/83569

AMA

Obara S, Nie B, Simmons J. Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction. EURASIA J Math Sci Tech Ed. 2018;14(4), 1337-1349. https://doi.org/10.29333/ejmste/83569

Chicago

Obara, Samuel, Bikai Nie, and John Simmons. "Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 4 (2018): 1337-1349. https://doi.org/10.29333/ejmste/83569

Harvard

Obara, S., Nie, B., and 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. https://doi.org/10.29333/ejmste/83569

MLA

Obara, Samuel et al. "Teachers’ Conceptions of Technology, School Policy and Teachers’ Roles When Using Technology in Instruction". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 4, 2018, pp. 1337-1349. https://doi.org/10.29333/ejmste/83569