The alignment of digital pedagogy to current teacher beliefs

Abstract

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers' beliefs and attitudes to ICT as 'barriers' to ICT integration (Ertmer, Ottenbreit-Leftwich & York, 2007; Higgins & Mosley, 2001; Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform. The paper reports on the initial phase of data collection for a Griffith University Industry Collaborative project. The Industry Partners are four Catholic primary schools and their communities in the Brisbane Archdiocese. A teacher survey was implemented across the four schools. Questions asked participants about their ICT beliefs, practices and competency, as well as future ICT directions. The survey data was analysed using a factor analysis with correlations made to data sets. The results present specific links between ICT beliefs that are informing teachers' practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.