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.
|Journal for Educational Research Online
|Nummer van het tijdschrift
|Published - okt 2010