Teacher’s knowledge, beliefs and pedagogical practices in integrating ICTs in different curric-ulum areas in secondary schools: a case study of Pakistan
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Date
2010
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Abstract
This study set to explore teachers’ knowledge, beliefs and pedagogical practices in integrating information and communications technology (ICT) in curriculum areas in a private secondary school in Karachi, Pakistan, through a case study of four teachers. Data were collected through classroom observations, interviews, informal conversations and analysis of documents, and analysed using QSR NUD*IST. It was found that teachers’ knowledge, beliefs and pedagogical practices significantly influenced how teachers integrated ICT in the curriculum areas. Due to limited time, the study could not trace longer how the teachers’ knowledge, beliefs and pedagogical practices changed over time, thus, a longitudinal study is needed to trace how teachers’ knowledge, beliefs and pedagogical practices change over time.
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Abstract. Full text articles available at https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=10279776&AN=61052554&h=Ok1LqZfHm4fBRQojgyUOB%2FxExxQlByY%2BB6deUEki10pDUUkoAZO4pKr50BJ3COYLQ145cAoESK%2Bi5v205FdCKw%3D%3D&crl=c
Keywords
Teachers' knowledge, Beliefs, Pedagogical practices, Information and communication technologies, ICTs, ICT in the curriculum
Citation
Mwalongo, A. (2010). Teachers' Knowledge, Beliefs and Pedagogical Practices in Integrating ICTs in different Curriculum Areas in Secondary Schools: A Case Study of Pakistan. Journal of Educational Research (1027-9776), 13(1).