Hong Kong chemistry teachers' beliefs about and practices of using information and communication technology for teaching and learning

Fong, RW

Hong Kong chemistry teachers' beliefs about and practices of using information and communication technology for teaching and learning

Fong, RW

Permalink

Publication Type:: Thesis
Issue Date:: 2011

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download contents and abstractAdobe PDF (3.62 MB)

Adobe PDF

Download thesisAdobe PDF (85.08 MB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Fong, RW
dc.date.accessioned	2015-02-09T23:24:51Z
dc.date.available	2015-02-09T23:24:51Z
dc.date.issued	2011
dc.identifier.uri	http://hdl.handle.net/10453/33219
dc.description	University of Technology, Sydney. Faculty of Arts and Social Sciences.	en_US
dc.description.abstract	The study focused on the use of information and communication technology or ICT based tools in chemistry teaching in secondary schools in Hong Kong. Local chemistry teachers were invited to participate in this study, as they are crucial in implementing ICT for teaching in schools. More specifically, the study aimed to develop an understanding on the following aspects. 1. What kinds of ICT-based teaching tools teachers are using? 2. What are teachers' perceived usefulness and perceived ease of use of ICT-based teaching tools? 3. What are teachers' context beliefs about the use of ICT-based teaching tools? 4. What are the relationships between the use of ICT-based teaching tools and teacher beliefs? I n order to answer these questions, a survey questionnaire was used to gather data about whether local chemistry teachers (N=124) were using ICT for teaching and how frequent were ICT tools being used. Then, in-depth interviews with five purposefully selected teachers, supplemented by document analysis were conducted. The data collected were analyzed using descriptive and inferential statistical analytical techniques, as well as constant comparison method. As there were no existing researches that focus on how local chemistry teachers make use of ICT, the findings of this study should contribute to the understanding in this domain. Furthermore, the findings could be illustrative reference for whether or not chemistry teachers in Confucian based societies like Korea, Malaysia, Singapore and Taiwan are using ICT for teaching. A number of findings worth reporting are listed below. 1. Chemistry teachers are using ICT for teaching, but it is not the most frequently used strategy; also, they enjoy the use of ICT-·based tools with a transmissionist oriented approach rather than a constructivist one. 2. Chemistry teachers have very positive perceptions that ICT-based tools are useful, and males show statistically significant more positive perceptions than females. 3. Chemistry teachers have positive perceptions that ICT-based tools are easy to use, and males show statistically significant more positive perceptions than females. 4. Chemistry teachers of high ability students, i.e. teachers working in schools with the majority of students belong to the first Territory Band, use more ICT-based tools than other teachers. 5. Chemistry teachers with the highest ICT competence use more ICT-based tools than others. Plausible explanations of the findings like accountability practices and conflict of beliefs are then presented. At the end of the report, some pragmatic recommendations on how professional development programmes can be organized and the kinds of support chemistry teachers need are presented.	en_US
dc.format	Thesis (PhD)	en_US
dc.language.iso	en	en_US
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/33219/9/02Whole.pdf
dc.rights	au.edu.uts.lib/ppc
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	© 2011 Raymond Wai-hung Fong
dc.title	Hong Kong chemistry teachers' beliefs about and practices of using information and communication technology for teaching and learning	en_US
dc.type	Thesis
utslib.copyright.status	open_access

Abstract:

The study focused on the use of information and communication technology or ICT based tools in chemistry teaching in secondary schools in Hong Kong. Local chemistry teachers were invited to participate in this study, as they are crucial in implementing ICT for teaching in schools. More specifically, the study aimed to develop an understanding on the following aspects. 1. What kinds of ICT-based teaching tools teachers are using? 2. What are teachers' perceived usefulness and perceived ease of use of ICT-based teaching tools? 3. What are teachers' context beliefs about the use of ICT-based teaching tools? 4. What are the relationships between the use of ICT-based teaching tools and teacher beliefs? I n order to answer these questions, a survey questionnaire was used to gather data about whether local chemistry teachers (N=124) were using ICT for teaching and how frequent were ICT tools being used. Then, in-depth interviews with five purposefully selected teachers, supplemented by document analysis were conducted. The data collected were analyzed using descriptive and inferential statistical analytical techniques, as well as constant comparison method. As there were no existing researches that focus on how local chemistry teachers make use of ICT, the findings of this study should contribute to the understanding in this domain. Furthermore, the findings could be illustrative reference for whether or not chemistry teachers in Confucian based societies like Korea, Malaysia, Singapore and Taiwan are using ICT for teaching. A number of findings worth reporting are listed below. 1. Chemistry teachers are using ICT for teaching, but it is not the most frequently used strategy; also, they enjoy the use of ICT-·based tools with a transmissionist oriented approach rather than a constructivist one. 2. Chemistry teachers have very positive perceptions that ICT-based tools are useful, and males show statistically significant more positive perceptions than females. 3. Chemistry teachers have positive perceptions that ICT-based tools are easy to use, and males show statistically significant more positive perceptions than females. 4. Chemistry teachers of high ability students, i.e. teachers working in schools with the majority of students belong to the first Territory Band, use more ICT-based tools than other teachers. 5. Chemistry teachers with the highest ICT competence use more ICT-based tools than others. Plausible explanations of the findings like accountability practices and conflict of beliefs are then presented. At the end of the report, some pragmatic recommendations on how professional development programmes can be organized and the kinds of support chemistry teachers need are presented.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/33219