| dc.creator |
Mwalongo, Alcuin |
|
| dc.date |
2019-03-11T14:45:44Z |
|
| dc.date |
2019-03-11T14:45:44Z |
|
| dc.date |
2010 |
|
| dc.date.accessioned |
2021-05-07T09:39:38Z |
|
| dc.date.available |
2021-05-07T09:39:38Z |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/5110 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/5110 |
|
| dc.description |
This study set to explore teachers’ knowledge, beliefs and
pedagogical practices in integrating information and
communications technology (ICT) in curriculum areas in
a private secondary school in Karachi, Pakistan, through
a case study of four teachers. Data were collected
through classroom observations, interviews, informal
conversations and analysis of documents, and analysed
using QSR NUD*IST. It was found that teachers’
knowledge, beliefs and pedagogical practices
significantly influenced how teachers integrated ICT in
the curriculum areas. Due to limited time, the study could
not trace longer how the teachers’ knowledge, beliefs and
pedagogical practices changed over time, thus, a
longitudinal study is needed to trace how teachers’
knowledge, beliefs and pedagogical practices change
over time. |
|
| dc.language |
en |
|
| dc.subject |
Teachers' knowledge, beliefs, pedagogical practices, information and communication technologies |
|
| dc.title |
Teacher’s Knowledge, Beliefs and Pedagogical Practices in Integrating ICTs in different Curriculum Areas in Secondary Schools |
|
| dc.title |
A Case Study of Pakistan |
|
| dc.type |
Journal Article, Peer Reviewed |
|