Teacher roles and adoption of educational technology in the Chinese context

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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 languageEnglish
Pages (from-to)72-86
Number of pages15
JournalJournal for Educational Research Online
Issue number2
Publication statusPublished - Oct 2010


  • educational technology
  • teacher roles, Chinese context


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