School teachers’ perceived knowledge and affordances for using technology in teaching
Peer reviewed, Journal article
Published version
Date
2024Metadata
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Original version
https://doi.org/10.30935/cedtech/14713Abstract
Teachers’ knowledge about technology and teaching with technology is decisive for how
affordances of technology integration are taken up. Two questionnaires were administered in
21 high schools in Kazakhstan: one about types of teacher knowledge based on technological
pedagogical content knowledge framework and one about affordances of technology
integration. The analyses show a relatively high level of all types of teacher knowledge and a
large variation in perceived affordances, with relatively low scores for support from the school
leader and time available to design and plan technology integration in class. Furthermore,
different types of knowledge were related to different affordances, which means that a focus on
a high level of all types of teacher’s knowledge of technology might help best to benefit from
most of the affordances. Limitations and directions for future research are discussed.