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

12 Citations (Scopus)
556 Downloads (Pure)

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
Pages (from-to)545-567
Number of pages23
JournalJournal of research on technology in education
Volume55
Issue number4
Early online date3 Nov 2021
DOIs
Publication statusPublished - 3 Jul 2023

Keywords

  • Primary school teachers
  • Attitude
  • Higher-order thinking
  • Technology
  • Literature review
  • UT-Hybrid-D

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