Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach

Rodica Ailincai; Zehra Gabillon

doi:10.29333/ejmste/93380

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Rodica Ailincai ¹, Zehra Gabillon ¹ ^*

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¹ Université de la Polynésie Française, EASTCO EA 4241, Faa’a, Tahiti, FRENCH POLYNESIA^* Corresponding Author

Abstract

This research work describes the first work-package of an exploratory study, which examined a group of elementary school teachers’ beliefs (representations) about digital technology in the French Polynesian context. The major objective of the study was to provide teacher education programmes with research-based information about the primary school teachers’ beliefs and practices about digital technology. The study based its theoretical assumptions about teacher beliefs on the social representations theory and its research design on the grounded theory. The data were collected via interviews using theoretical sampling and theoretical saturation methods. Interviewing and analysis procedures were implemented concurrently through the systematic use of coding and iterative analysis processes. Research results indicated that internal factors such as interest in technology, teachers’ DT skills and external factors such as support from administrators and technical maintenance played key roles in shaping teachers’ DT practices.

Keywords

digital technology in education
grounded theory
social representations theory
teacher beliefs
teacher education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 10, October 2018, Article No: em1595

https://doi.org/10.29333/ejmste/93380

Publication date: 12 Jul 2018

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How to cite this article

APA

Ailincai, R., & Gabillon, Z. (2018). Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1595. https://doi.org/10.29333/ejmste/93380

Vancouver

Ailincai R, Gabillon Z. Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach. EURASIA J Math Sci Tech Ed. 2018;14(10):em1595. https://doi.org/10.29333/ejmste/93380

AMA

Ailincai R, Gabillon Z. Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach. EURASIA J Math Sci Tech Ed. 2018;14(10), em1595. https://doi.org/10.29333/ejmste/93380

Chicago

Ailincai, Rodica, and Zehra Gabillon. "Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 10 (2018): em1595. https://doi.org/10.29333/ejmste/93380

Harvard

Ailincai, R., and Gabillon, Z. (2018). Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1595. https://doi.org/10.29333/ejmste/93380

MLA

Ailincai, Rodica et al. "Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 10, 2018, em1595. https://doi.org/10.29333/ejmste/93380