TY  - UNPB
AV  - public
ID  - discovery10022658
EP  - 248
KW  - Educational software
KW  - Evaluation
A1  - Hinostroza, Juan Enrique
M1  - Doctoral
N2  - Most present day educational software has been designed for use as a cognitive tool,
aimed at fostering students' learning outcomes and without considering the teaching
framework in which it will be used. A literature review demonstrated that there is a
lack of evidence about teachers' concepts and beliefs concerning educational software.
In order to address this issue a case study was designed in which teachers would need
to think deeply and purposefully about the characteristics and features of software.
The case chosen was a process of educational software development, in which two
teachers, a software engineer, a psychologist and a graphic designer, were committed
to develop a piece of software during a seven month period. In each session the
teachers expressed ideas and conceptions about software and were continuously
reflecting on its nature. The sessions were video-recorded and the tapes transcribed,
these data were analysed using both qualitative and quantitative techniques using
systemic networks to organise and give a structure to the categories of analysis.
Based on the discussion of the findings, the main implications of this study are
represented as a model of understanding of educational software that considers
teachers' actual concepts and beliefs about computers and software.
This model, firstly, shows, that these teachers conceived of the computer as a resource
that could replace them in the role of managing students' rehearsal of materials, and,
secondly, presents the characteristics of the educational software that these teachers
designed and shows the dimensions of their teaching strategies (classroom
atmosphere, pedagogy, and learning conceptions) that were embedded in these
characteristics (human-computer interface, browsing, and interaction with the
software respectively). This model demonstrates significant links between the study
of Pedagogy and the study of Information Technology in Education and has
implications for the relationship between these two areas of research and
consequently for teacher training.
PB  - Institute of Education, University of London
UR  - https://discovery.ucl.ac.uk/id/eprint/10022658/
Y1  - 1999///
N1  - Unpublished
TI  - Teachers' concepts and beliefs about educational software: a case study of teachers within a software development process
ER  -