October 2007 Volume 10 Number 4 - Educational Technology ...

Hsu, Y.-S., Wu, H.-K., & Hwang, F.-K. (2007). Factors Influencing Junior High School Teachers’ Computer-Based Instructional
Practices Regarding Their Instructional Evolution Stages. Educational Technology & Society, 10 (4), 118-130.
Factors Influencing Junior High School Teachers’ Computer-Based
Instructional Practices Regarding Their Instructional Evolution Stages
Ying-Shao Hsu
Department of Earth Sciences & Science Education Center, National Taiwan Normal University, Taiwan //
yshsu@.ntnu.edu.tw
Hsin-Kai Wu
Graduate Institute of Science Education, National Taiwan Normal University, Taiwan // hkwu@.ntnu.edu.tw
Fu-Kwun Hwang
Department of Physics, National Taiwan Normal University, Taiwan // hwang@phy.ntnu.edu.tw
ABSTRACT
Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the “evolution” of a teacher’s capacity for computerbased
instruction—entry, adoption, adaptation, appropriation and invention—which hereafter will be called the
teacher’s computer-based instructional evolution. In this study of approximately six hundred junior high school
science and mathematics teachers in Taiwan who have integrated computing technology into their instruction,
we correlated each teacher’s stage of computer-based instructional evolution with factors, such as attitude
toward computer-based instruction, belief in the effectiveness of such instruction, degree of technological
practice in the classroom, the teacher’s number of years of teaching experience (or “seniority”), and the
teacher’s school’s ability to acquire technical and personnel resources (i.e. computer support and maintenance
resources). We found, among other things, that the stage of computer-based instructional evolution and teaching
seniority, two largely independent factors, both had a significant impact on the technical and personnel
resources available in their schools. Also, we learned that “belief” in the effectiveness of computer-based
instruction is the single biggest predictor of a teacher’s successful practice of it in the classroom. Future research
therefore needs to focus on how we can shape teachers’ beliefs regarding computer-based learning in order to
promote their instructional evolution.
Keywords
Technology adoption, Teachers’ beliefs, Educational technology, In-service teachers
Introduction
The rapid development of modern information and communication technologies has opened new possibilities for
establishing and delivering distance learning. Given the popularity of the Internet, computer applications have
recently become one of the most promising kinds of educational tool. Computers can now help educators in
designing and promoting the teaching and learning process (Ministry of Education in Taiwan, 1999; Sinko &
Lehtinen, 1999; Smeets, Mooij, Bamps, Bartolomé, Lowyck, Redmond, & Steffens, 1999). From studies (Angeli &
Valanides, 2005; Hsu, Cheng , & Chiou, 2003), computers or/and Internet technology have positive impacts on
students learning only when teachers know how to use computers or/and Internet technology to promote students’
knowledge construction and thinking. How can teachers use computers or/and Internet technology to promote
students’ meaningful learning?
Firstly, the teacher’s role should no longer be that of a traditional lecturer; rather, the teacher must now be a coach or
co-learner (Beaudion, 1990; Brophy & Good, 1986). Secondly, activities in the classroom should become learnercentered
and flexible in order to help students organize information and undergo self-initiated, exploratory learning
processes (McKenzie, Mims, Davidson, Hurt & Clay, 1996; Winn, 1993). With computers and Internet technology, a
teacher can utilize online teaching resources to arrange flexible learning activities; these can assist students in
analyzing and organizing large amounts of information. Thirdly, the teacher’s attitude toward computers will be
important to the way computer-based technology is used in instruction (Beaudion,1990; Ercan & Ozdemir, 2006;
Gardner ,Discena & Dukes, 1993). Lloyd and Gressard (1984) have pointed out that a teacher’s positive feelings
about computers will also help to generate or reinforce such feelings in the students. Comber et al. (1997) found that
younger teachers might have more experience in computer use and thus a more positive attitude toward computers
(Jennings & Onwuegbuzie, 2001). Braak (2001) noted that personal acceptance of technological innovation would
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