The Role of Teacher Technology Experiences and School Technology Interactivity in Teachers’ Culturally Responsive Teaching

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH COMPUTERS IN THE SCHOOLS Pub Date : 2022-04-03 DOI:10.1080/07380569.2022.2071231

Ming-Min Cheng, Hsueh‐Hua Chuang, Thomas J. Smith

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引用次数: 1

Abstract

Abstract The present study examined how the type of school technology and teachers’ technological experiences (either personal or pedagogical) were related to teacher perceptions of culturally responsive teaching in technology-supported learning environments. Additionally, the study assessed the moderating effects of school technology interactivity on the relationship between teacher technology experiences and their perception of culturally responsive teaching in these environments. Hierarchical linear modeling was conducted on data from 257 teachers in Taiwan. Results found that the presence of technology interactivity in schools, teachers’ personal technology experiences, and technology experiences in teaching each had a positive and statistically significant effect on teachers’ perception of culturally responsive teaching. In addition, results found that the presence of interactive technology had no significant moderating effect on the relationship between either personal technology integration or technology integration in teaching and any of the five dimensions of culturally responsive teaching. The results suggest that, in addition to technological infrastructure renovation, schools should provide teachers with professional development programs and support which encourages them to create a technology-infused environment to address the connections between students’ cultural contexts and their learning contents.

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教师技术体验与学校技术互动在教师文化响应教学中的作用

摘要本研究考察了在技术支持的学习环境中，学校技术的类型和教师的技术经验(无论是个人的还是教学的)如何与教师对文化响应式教学的看法相关。此外，本研究还评估了学校技术互动性对教师技术体验与他们在这些环境中对文化响应性教学的感知之间关系的调节作用。本研究以台湾地区257名教师为研究对象，进行层次线性模型分析。结果发现，学校中技术互动的存在、教师个人技术体验和教学中的技术体验都对教师对文化响应性教学的感知有显著的正向影响。此外，结果发现，互动技术的存在对个人技术整合或教学中的技术整合与文化响应性教学的五个维度中的任何一个之间的关系都没有显著的调节作用。研究结果显示，除了科技基础设施的改造外，学校应提供教师专业发展计划和支持，鼓励他们创造一个充满科技的环境，以解决学生文化背景与学习内容之间的联系。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.