Abstract
This research focuses on perceptions of teacher roles and its impacts on the adoption of educational technology in schools in a Chinese context. Participants in this study are 125 primary and secondary teachers in a Chinese school in Beijing. Five types of teacher roles (expert, authority, model, facilitator and delegator) are reflected. The results show that teachers of facilitator/expert profile and facilitator/delegator profile are more inclined to adopt educational technology. The current development of ICT use in teaching and learning, and challenges faced in the Chinese educational context are presented.
| Original language | English |
|---|---|
| Pages (from-to) | 72-86 |
| Number of pages | 15 |
| Journal | Journal for Educational Research Online |
| Volume | 2 |
| Issue number | 2 |
| Publication status | Published - Oct 2010 |
Keywords
- educational technology
- teacher roles, Chinese context