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• W2528993214 abstract "The study focused on the use of information and communication technology or ICT basedtools in chemistry teaching in secondary schools in Hong Kong. Local chemistry teacherswere invited to participate in this study, as they are crucial in implementing ICT for teaching inschools. More specifically, the study aimed to develop an understanding on the followingaspects.1. What kinds of ICT-based teaching tools teachers are using?2. What are teachers' perceived usefulness and perceived ease of use of ICT-basedteaching 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 teacherbeliefs?I n order to answer these questions, a survey questionnaire was used to gather data aboutwhether local chemistry teachers (N=124) were using ICT for teaching and how frequent wereICT tools being used. Then, in-depth interviews with five purposefully selected teachers,supplemented by document analysis were conducted. The data collected were analyzedusing descriptive and inferential statistical analytical techniques, as well as constantcomparison method. As there were no existing researches that focus on how local chemistryteachers make use of ICT, the findings of this study should contribute to the understanding inthis domain. Furthermore, the findings could be illustrative reference for whether or notchemistry teachers in Confucian based societies like Korea, Malaysia, Singapore and Taiwanare 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 usedstrategy; also, they enjoy the use of ICT-·based tools with a transmissionist orientedapproach rather than a constructivist one.2. Chemistry teachers have very positive perceptions that ICT-based tools are useful, andmales show statistically significant more positive perceptions than females.3. Chemistry teachers have positive perceptions that ICT-based tools are easy to use, andmales show statistically significant more positive perceptions than females.4. Chemistry teachers of high ability students, i.e. teachers working in schools with themajority of students belong to the first Territory Band, use more ICT-based tools thanother teachers.5. Chemistry teachers with the highest ICT competence use more ICT-based tools thanothers.Plausible explanations of the findings like accountability practices and conflict of beliefs arethen presented. At the end of the report, some pragmatic recommendations on howprofessional development programmes can be organized and the kinds of support chemistryteachers need are presented." @default.
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• W2528993214 date "2011-01-01" @default.
• W2528993214 modified "2023-09-26" @default.
• W2528993214 title "Hong Kong chemistry teachers' beliefs about and practices of using information and communication technology for teaching and learning" @default.
• W2528993214 hasPublicationYear "2011" @default.
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