期刊名称：Cyberpsychology : Journal of Psychosocial Research on Cyberpspace
印刷版ISSN：1802-7962
出版年度：2015
卷号：9
期号：1
语种：English
出版社：Masaryk University
其他摘要：Drawing on the data from 26 interviews with different subject teachers in two countries, Estonia and Latvia, this study aimed to reveal how pedagogical beliefs and subject cultures shape the ways primary and secondary school teachers mediate students` use of digital technology. Teachers are acknowledged to be important socializing agents, affecting young people`s experiences with digital technology, but it is still unclear how the mediation practices of teachers are related to such intrinsic factors as teachers` beliefs about the nature of learning, nature of technology, self-efficacy beliefs, and subject cultures. Our study indicates that teachers mainly act as guides or coaches to help students make sense of the various opportunities that digital technology provide. Teachers also use a variety of restrictions related to technology use according to their dominant pedagogical beliefs and subject domains. These two roles are not mutually exclusive, combining according to what teachers believe will best support learning. A small group of teachers in our sample also strive to broaden students` understanding and adopt new skills for using technology in innovative ways. Implications for teacher training and peer-to-peer learning are discussed based on our findings.
