Language Teachers' Perceptions of Creativity, Pedagogical Beliefs, and Instructional Use of Technology

• In Event: Teacher Perspectives and Pedagogies of Using Technology in Language and Literacy Education

Abstract

While information and computer technology (ICT) has become prevalence in our daily life, ICT use in language classes remained marginal or limited. Drawing on a widely used theoretical model Technology Acceptance Model (TAM), this study aims to further discover the predictors of teachers’ technology use by including cognitive playfulness, a type of creativity perception, and pedagogical beliefs. 105 language teachers in Hong Kong were examined through an online questionnaire. Path analysis showed that the cognitive playfulness of language teachers positively influenced their constructivist pedagogical belief, perceived usefulness, and attitudes toward ICT use for language teaching in primary schools. The findings shed light on the paradigm shift in the global lockdown during COVID-19 outbreak.

Authors

• Wai Ming Cheung, The University of Hong Kong

• Fai Mei Wong, Baptist Lui Ming Choi Primary School, Hong Kong

• Chin-Hsi Lin, The University of Hong Kong

• Hoi Ching Yan, University of Hong Kong