Abstract
Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning.
| Original language | English |
|---|---|
| Pages (from-to) | 1303-1320 |
| Number of pages | 18 |
| Journal | Educational Technology Research and Development |
| Volume | 66 |
| Issue number | 5 |
| DOIs | |
| State | Published - 1 Oct 2018 |
Bibliographical note
Funding Information:Acknowledgements Soo-yong Byun acknowledges support by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A3A2066878). The views expressed in this article are those of the authors and do not necessarily reflect those of the granting agency.
Publisher Copyright:
© 2018, Association for Educational Communications and Technology.
Keywords
- Comparative study
- Professional development
- Teacher collaboration
- Technology integration