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

(N=43) Beliefs 0.84 0.29 2.93(.006)
Low-Interaction Practice
Variables Beta S.E. t (p) R
Total
(N=613)
Entry
(N=89)
Adoption
(N=141)
Adaptation
(N=229)
Appropriation
(N=111)
Invention
(N=43)
Conclusion
Constant 0.97 0.19 5.19(.000)
Beliefs 0.56 0.05 11.46(.000)
Attitude 0.17 0.04 4.73(.000)
Constant 1.85 0.45 4.14(.000)
Beliefs 0.45 0.13 3.45(.001)
Constant 1.38 0.37 3.74(.000)
Beliefs 0.59 0.10 5.88(.000)
Constant 1.000 0.30 3.34(.001)
Beliefs 0.48 0.08 6.23(.000)
Attitude 0.26 0.06 4.55(.000)
Constant 0.65 0.47 1.37(.172)
Beliefs 0.48 0.12 4.00(.000)
Attitude 0.34 0.09 3.69(.000)
Constant 0.15 0.83 0.18(.855)
Beliefs 0.96 0.22 4.39(.000)
The purpose of this study was to identify the factors which influence teachers’ computer-based instructional
practices. After conducting a survey, we found teachers’ beliefs, attitudes toward computers, and available school
resources to be the factors that most affected their computer-based teaching practices. The contribution of each factor
to teachers’ computer-based instruction is different for different stages of instructional evolution. Teachers’ beliefs
and available resources are the major predictors of their high-interaction practices; beliefs and attitudes contribute
significantly to the prediction of low-interaction practices. Overall, teachers’ belief is the biggest predictor of the
way in which they practice computer-based instruction. The next question is then: what affects teachers’ beliefs,
attitudes, and available resources in schools? The findings indicated that teachers in the “adaptation” and
“appropriation” stages have more positive beliefs and attitudes regarding computer- based instruction than those still
in the “entry” stage, while their teaching seniority has no significant influence on beliefs, attitudes and available
resources. The interaction between teachers’ instructional evolution and seniority reached a significant level when
measured against the dependent variable of available resources in school. Teachers with different seniorities and at
different stages of instructional evolution regarded “available resources in school” as a crucial factor. Teachers who
had taught for 6 to 10 years at the “entry” stage reported that they had less technical and personnel resources
available in school than the teachers in the “appropriation” and “invention” stages. In other words, after teachers has
taught for 6 to 10 years they could move to the “appropriation” and “invention” stages as long as they felt there were
plentiful personnel and technical resources available in school.
The regression analysis shows teachers’ belief is the best predictor of their computer-based instruction practices. A
useful focus of future research would be the issue of how to create the learning environments in which teachers
might best learn the necessary computer-instruction skills and pedagogies, and might best develop more positive
beliefs and attitudes with regard to computer-based learning. Perhaps training programs must allow especially
“entry”-stage teachers to visit expert teachers’ classes, in order to see how they use computer technology to interact
in intensive and exciting ways with their students. Such “instruction” is after all the best way to change teachers’
beliefs about and attitudes toward computers. School culture is another factor to affect teachers’ beliefs. The
implementation of computer-based instruction at school is consistent with the existing beliefs and practices of school
members including teachers and administrators (Zhao, Pugh, Sheldon & Byers, 2002). How to change school culture
for classroom technology innovations is an important issue and educational policy makers need to find an
encouraging way to promote it.
From the results, it is strongly suggested that teachers could move to the later stage of computer-based instructional
evolution if there were technical and personnel resources available in school and teachers hold positive beliefs about
using computers in classroom. Therefore, if educational policy is to integrate computers into teaching and learning,
the school managers need to provide necessary technical and personnel supports for teachers’ computer-based
instruction, encourage teachers to share their experiences in innovative instruction, and shape teachers’ development
.51
.35
.45
.53
.56
.57
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