Teacher beliefs and technology integration |
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| Institution: | 1. Department of Educational Psychology & Instructional Technology, The University of Georgia, Athens, GA, USA;2. Department of Learning Technologies, The University of North Texas, Denton, TX, USA;3. Program Evaluation Group, The University of Georgia, Athens, GA, USA;1. University of Twente, Postbus 217, 7500 AE Enschede, The Netherlands;2. College of Child Development and Education, University of Amsterdam, PO Box 15776, 1001 NG Amsterdam, The Netherlands;3. Department of Educational Studies, Ghent University, Henri Dunantlaan 2, B9000 Ghent, Belgium;4. National Centre for Curriculum Development, PO Box 2041, 7500 CA Enschede, The Netherlands;1. Eindhoven School of Education, Eindhoven University of Technology, P.O. Box 513, 5600 MB, Eindhoven, The Netherlands;2. WeltenInstitute, Open University the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands;3. Fontys University of Applied Sciences, Child and Education Academy, Eindhoven, The Netherlands;1. Leiden University, The Netherlands;2. Oberon Research and Consultancy, The Netherlands;3. Utrecht University, The Netherlands;1. National Institute of Education, Nanyang Technological University, Learning Sciences and Technologies Academic Group, 1 Nanyang Walk, Singapore 637616;2. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616;3. Beacon Primary School, 36 Bukit Panjang Ring Rd, Singapore 679944;1. The Ohio State University, 29 West Woodruff Avenue, Columbus, OH 43210, USA;2. Central China Normal University, Luoyu Road 152, Wuhan, Hubei 430079, China;1. Department of Education, Korea National University of Education, San 7, Darak-ri, Gangnae-myeon, Cheongwon-gun, Chungbuk 363-791, Republic of Korea;2. Department of Education, Chung-Ang University, 211 Heuksuk-dong, Dongjak-gu, Seoul 156-756, Republic of Korea |
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| Abstract: | The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were related to each other. The participants were twenty two teachers who have participated in a four-year professional development project funded by the U.S. Department of Education. Specific relations between teachers' beliefs and technology integration practices are presented. The implications for professional development and suggestions for teacher belief change and technology integration are discussed. |
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