Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students: a review of the literature

Frances M. Wijnen*, Juliette H. Walma van der Molen, Joke Voogt

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

In order to gain insight into the factors that make up primary school teachers’ attitude toward using technology for stimulating higher-order thinking, we conducted two separate literature reviews on teachers’ attitudes toward (1) using technology (78 articles) and (2) stimulating higher-order thinking in students (18 articles). To structure the potential underlying constructs constituting teachers’ attitudes in these two contexts, we used the Theory of Planned Behavior. We identified nine factors related to primary school teachers’ attitudes toward using technology in their teaching and four factors related to primary school teachers’ attitudes toward stimulating higher-order thinking. Furthermore, we found that it was not always possible to establish the impact of each factor on teachers’ intended or actual use of technology and behaviors stimulating higher-order thinking, respectively.
Original languageEnglish
JournalJournal of research on technology in education
DOIs
Publication statusE-pub ahead of print/First online - 3 Nov 2021

Keywords

  • Primary school teachers
  • attitude
  • higher-order thinking
  • technology
  • literature review

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