Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8837
Title: A Tale of Two Teacher Trajectories: Analysing Change in Teachers’ Beliefs on Technology Integration During the COVID-19 Pandemic
Authors: Nandan, P. A.
Sahana, Murthy
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Nandan, P. A. & Sahana, M. (2022). A tale of two teacher trajectories: Analysing change in teachers’ beliefs on technology integration during the COVID-19 pandemic. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 535-542). International Society of the Learning Sciences.
Abstract: Existing research on teachers’ beliefs remains majorly focused on cognitive aspects, while lesser attention has been paid to affect and context. In the present study, we use the lens of the cognitive-affective model of conceptual change, to understand how teachers’ beliefs about technology integration changed when they were compelled to move to online teaching as a result of the COVID-19 pandemic. We present findings from a multiple-case study of two secondary school teachers in Kerala, India. Contrary to expectations, the teacher who had low training and low self-efficacy showed stronger belief change towards effective integration of technology, compared to a teacher who was skilled in using technology for physical classroom activities. Motivation, context and situational resources played a crucial role in understanding the difference. The findings have implications for learning sciences researchers working on effective integration of technology-focused solutions in the classroom and in designing TPD programs.
Description: Long Paper
URI: https://dx.doi.org/10.22318/icls2022.535
https://repository.isls.org//handle/1/8837
Appears in Collections:ISLS Annual Meeting 2022

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