Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Teachers' Beliefs About the Role of Digital Educational Re-Sources in Their Educational Practice

Version 1 : Received: 22 March 2021 / Approved: 23 March 2021 / Online: 23 March 2021 (10:40:16 CET)

A peer-reviewed article of this Preprint also exists.

Alberola-Mulet, I.; Iglesias-Martínez, M.J.; Lozano-Cabezas, I. Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study. Educ. Sci. 2021, 11, 239. Alberola-Mulet, I.; Iglesias-Martínez, M.J.; Lozano-Cabezas, I. Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study. Educ. Sci. 2021, 11, 239.

Journal reference: Educ. Sci. 2021, 11, 239
DOI: 10.3390/educsci11050239

Abstract

Digital Educational Recourses (DER) have undergone a rapid evolution and integration into the educational contexts. Teachers play a fundamental role in incorporating technology into their classrooms, so it is important to identify the value that teachers on DER and reflect on the implications for their practice. Through the qualitative methodology the necessary data is obtained with open-response inter-views with teachers. This dataset was analysed and categorised using AQUAD. The results suggest that teachers acknowledge the importance of integrating digital re-sources into their classrooms, although there was no consensus regarding the appropriate level at which to do so. Further the inter-views revealed that younger teachers tend to use more self-elaborated or selected resources. Teachers noted the benefits of using technology, especially in regard to maintaining student motivation, how-ever they also highlighted a number of extrinsic challenges and limitations. The results indicate there is a relationship between teachers’ perceptions and their practice, although this could be improved.

Keywords

ICT; digital competence; innovative education; primary education; early childhood education

Subject

SOCIAL SCIENCES, Accounting

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