Taiwan in-service teachers’ perceptions of 21st century learning practice, design disposition, and usage of information and communication technology (ICT)

Abstract

This study attempted to explore 157 Taiwan high school teachers’ perceptions of 21st century learning practice, design disposition, and usage of ICT. To this aim, the participating teachers were surveyed by means of a questionnaire to evaluate their perceptions of 21st century learning practice, ICT usage, and design disposition. The main results indicate no significant gender differences were found among the adopted scales. Moreover, several significant correlation patterns among the four scales of perceptions of 21st century learning practice (“Critical Thinking,” “Self-directed Learning,” “Creative Thinking,” and “Problem Solving”) and “Meaningful Usage of ICT” scale in both male and female groups were found. Furthermore, in the female teacher group, “Design Disposition” was significantly positively correlated with “Self-directed Learning” as well as “Problem Solving.” However, in the male teacher group, there were no significant correlations between their “Design Disposition” and the scales of perceptions 21st century learning practice.