Oral Presentation -Research Day

8/8/2019 Oral Presentation -Research Day

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to investigate Physics teachers¶ beliefs in Cyprus about the useto investigate Physics teachers¶ beliefs in Cyprus about the useof technology in the classroomof technology in the classroom

to illuminate how their choices of ICT resources might beto illuminate how their choices of ICT resources might be

influenced by their beliefs about technology and the natureinfluenced by their beliefs about technology and the natureof Physics teachingof Physics teaching

to identify a range of constraints regarding the use of ICT into identify a range of constraints regarding the use of ICT inpractice and present how these constraints might barrierpractice and present how these constraints might barrier

the actual use of ICT tools in Physics teachingthe actual use of ICT tools in Physics teaching

to demonstrate educational issues relevant to the use of to demonstrate educational issues relevant to the use of technology and teachers¶ beliefs of science and its teachingtechnology and teachers¶ beliefs of science and its teaching



How Physics teachers view the use of ICT and how teachers beliefs influence

teaching and learning with ICT?How contextual constraints interact with teachers beliefs and the use of ICT?

Following these questions, teacher training and ministerial support are investigatedin terms of how and to what extend take teachers¶ beliefs into account.

The st y exami es hysics teachers eliefs rki g i pper

sec ary educati level i yprus amed E iai Likei .



CYPRUSCYPRUS

EDUCATIONALEDUCATIONAL

SYSTEMSYSTEM

PrePre--PrimaryPrimary

EducationEducationPrimary EducationPrimary Education

SecondarySecondary

(Lower(Lower--U er)U er)

EducationEducation

Higher EducationHigher Education



Charalambous and Karagiorgi (2002) indicate the role of the teacher as criticalCharalambous and Karagiorgi (2002) indicate the role of the teacher as critical

due to the fact that the teacher encompasses a particular dynamic, which supportsdue to the fact that the teacher encompasses a particular dynamic, which supports

either the failure or success of new information and communication technologieseither the failure or success of new information and communication technologies

(ICT).(ICT).

According toAccording to CalderheadCalderhead (1996) beliefs refer to su ositions, commitments and(1996) beliefs refer to su ositions, commitments and

ideologies.ideologies.

In this ers ective, Physics teachers might have attended available teacherIn this ers ective, Physics teachers might have attended available teacher

training sessions and acquire knowledge and skills for using ICT but still not taketraining sessions and acquire knowledge and skills for using ICT but still not take

advantage of it as they might believe something different. This indicates theadvantage of it as they might believe something different. This indicates the

strong correlation between knowledge and beliefs, which are both influentialstrong correlation between knowledge and beliefs, which are both influential

elements regarding classroom ractice.elements regarding classroom ractice.



Pajares (1992) - Belief s eaks to an individuals judgment of the truth or falsity of a

ro osition, a judgment that can only be inferred from a collective

understanding of what human beings say, intend and do. ( . 316).

Becker (2001) Constructivistic teaching beliefs romote com uter use in education.

Levin and Wadmany (2006) - Teachers educational beliefs filter their decisions anddetermine classroom ractice.



` Investigative semi-structured interviews.

` Participants: Ten Physics teachers working in

Upper Secondary Education.



` Theme 1

ICT as a su orting tool for students engagement

and further investigations.

` Theme 2

Interaction between teachers beliefs about the

use of ICT and constraints.



` Investigative work is expected to further students

engagement. Teachers have expressed the belief that

the use of ICT will improve investigative work especiallywhile working in the laboratory.

Additionally, the students will have the chance to work

individually. Teachers are expected to guide and support

students and this will promote constructivistic teaching.



` Teachers Belief ICT might act as a constructive

agent regarding the promotion

of constructivistic teaching.

` Teachers Belief There is no organised plan for the

successful implementation of ICT

tools and promotion of

constructivistic teaching.

` Teachers Belief Use of ICT tools is limited

due to a range of constraints.



` Teachers Belief: Practical activities are the

essence of Physics Teaching

Available time is limited

Practical investigations are not rich enough

The use of ICT might overcome the limited time and allow

teachers and students to explore in-depth several topics

while investigating specific experimental activities.

Teachers Belief:



` Teachers were really critical about the constraints as

they feel that their achievements as professionals are

obstructed not only regarding the practice of ICT intheir teaching but also generally in the school context

Heavy curriculum

Test-centered teaching and learning process Inadequate equipment

Poor teacher training with no plan



` Poor understanding of Physics teachers beliefs

` No definite goals and prior preparation regarding teacher training

schemes.

` Incompetent teachers

No actual practice of Teaching and Learning with ICT.



` Becker, H. J. (2001). µHow are teachers using computers in instruction?¶. In Paper presented at the annual meeting of the American educational researchers association,

Seattle.Available at: http://crito.gsm.uci.edu/tlc (Accessed: 25 Nov 2009).

` Calderhead, J. (1996). µTeachers: Beliefs and knowledge¶. In D. C. Berliner & R. C.

` Charalambous, K., Karagiorgi, Y. (2002). µInformation and Communications

Technology In-service Training for Teachers: Cyprus in perspective¶. Technology,

Pedagogy and Education, 11 (2), 197 ± 215 SwetsWise Publication [Online].Availableat: http://www.swetswise.com (Accessed: 07 February 2009).

` Levin, T., Wadmany, R. (2006). µTeachers¶Beliefs and Practices in Technology-based

Classrooms:ADevelopmental View¶. J ournal of Research on Technology in Education,

39 (2), 157-181 EBSCOHOST Research Databases [Online].Available at:

http://web.ebscohost.com (Accessed: 15 Dec 2007).

` Pajares, M. F. (1992). µTeachers¶Beliefs and Educational Research: Cleaning Up aMessy Construct¶. Review of Educational Research, 62, 307 ± 332.



` Tasouris, C. (2009). Investigating Physics teachers'

beliefs about the use of ICT in Cyprus. Educate~

[Online], 9(3). Available from:http://www.educatejournal.org/

` Archive: Kaleidoscope Special Issue December 209

Oral Presentation -Research Day

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