Educational Change - Easy to Say, Hard to Do: Teachers’ Perceptions towards Introducing Innovative Teaching Approaches
Educational Change - Easy to Say, Hard to Do: Teachers’ Perceptions towards Introducing Innovative Teaching Approaches

Summary/Abstract: Computers, communication, and internet technologies have led to significant changes in learning and teaching. The constructivist approach in education puts learners at the center of the teaching process and actively makes them construct their knowledge, developing 21st century skills required for tomorrow’s world. Despite advances in the process of integrating technology into teaching, a significant gap still exists between promise and actual reality. Implementation of computer technologies depends on many complex factors, one of which is teachers’ perceptions of assimilating computerization into their teaching methods. This research is part of a broader study examining techno-pedagogical change in a high school in Israel. The current study focuses on the process of constructing, testing, and validating a questionnaire examining teachers’ attitudes toward pedagogical innovation and assimilating technological skills into teaching. The validation process was done by an exploratory factor analysis to detect cases with low variability and explore the dimensionality of each survey instrument. This was complemented by a confirmatory phase. The results showed high reliability and stable dimensions in the instruments. This study's importance is in constructing an original instrument that examines the extent to which high school teachers adopt innovative pedagogies assimilating technological tools. This study may have a universal contribution because the instrument can be used across countries and cultures.

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