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The Processes of Appropriation of Technological Tools in the Classroom: Teachers' Perspective

The Processes of Appropriation of Technological Tools in the Classroom: Teachers' Perspective

Stéphanie Boéchat-Heer, Maria Antonietta Impedovo, Francesco Arcidiacono
Copyright: © 2020 |Pages: 15
ISBN13: 9781799821045|ISBN10: 1799821048|ISBN13 Softcover: 9781799821052|EISBN13: 9781799821069
DOI: 10.4018/978-1-7998-2104-5.ch013
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MLA

Boéchat-Heer, Stéphanie, et al. "The Processes of Appropriation of Technological Tools in the Classroom: Teachers' Perspective." Examining the Roles of Teachers and Students in Mastering New Technologies, edited by Eva Podovšovnik, IGI Global, 2020, pp. 250-264. https://doi.org/10.4018/978-1-7998-2104-5.ch013

APA

Boéchat-Heer, S., Impedovo, M. A., & Arcidiacono, F. (2020). The Processes of Appropriation of Technological Tools in the Classroom: Teachers' Perspective. In E. Podovšovnik (Ed.), Examining the Roles of Teachers and Students in Mastering New Technologies (pp. 250-264). IGI Global. https://doi.org/10.4018/978-1-7998-2104-5.ch013

Chicago

Boéchat-Heer, Stéphanie, Maria Antonietta Impedovo, and Francesco Arcidiacono. "The Processes of Appropriation of Technological Tools in the Classroom: Teachers' Perspective." In Examining the Roles of Teachers and Students in Mastering New Technologies, edited by Eva Podovšovnik, 250-264. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2104-5.ch013

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Abstract

This chapter aims to investigate how teachers perceive the usefulness of introducing technological tools (namely, iPad) for the learning/teaching process in a professional secondary school. More specifically, the authors intend to understand how the process of iPad appropriation is identified by the teachers as a learning tool. Through the analysis of focus groups involving different teachers belonging to the same school, the authors intend to detect teachers' self-efficacy and beliefs concerning the appropriation of the use of the iPad in the classroom along a school year. The findings of the study highlight diverse facilitating and hindering elements in the process of teachers' appropriation of such technological tool. The study opens further spaces to examine teachers' and students' perceptions in mastering new technological tools and in building new processes of teaching/learning.

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