Please use this identifier to cite or link to this item:
|Title:||Teachers' Beliefs About Using Technology to Enhance the Learning Process of At-Risk-Students|
|Citation:||Moekotte, P. B. F., Brand-Gruwel, S., & Ritzen, H. T. M. (20017). Teachers' Beliefs About Using Technology to Enhance the Learning Process of At-Risk-Students. International Journal of Social Media and Interactive Learning Environments, 5(2), 108-136.|
|Abstract:||Abstract: In this case study, we explore the beliefs of teachers (AKA teachers) who work with at-risk students and consider using social media in their learning environment. We interviewed and observed a group of teachers who, as a project team, explored social media use in order to develop their practical knowledge and make informed decisions. We used a two-phased exploratory sequential design, combining qualitative and quantitative instruments to explore how and why AKA teachers consider and approach social media use. The teachers’ beliefs were challenged and changed by the encounter with lived, practical examples of social media use in education. This is consistent with other research. Quantitative data indicate that teacher beliefs are also strongly influenced by the opinions of team managers and the practices of colleagues. What is most remarkable about these external influences is that these opinions have not be|
|Appears in Collections:||1. FEEEL Publications, books and conference papers|
Files in This Item:
|2017 IJSMILE Moekotte et al. .pdf||81.44 kB||Adobe PDF||View/Open|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.