Evolution of Teachers' Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?


Ottenbreit-Leftwich A., Liao J. Y. , SADIK O. , Ertmer P.

JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, vol.50, no.4, pp.283-305, 2018 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 50 Issue: 4
  • Publication Date: 2018
  • Doi Number: 10.1080/15391523.2018.1487350
  • Title of Journal : JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION
  • Page Numbers: pp.283-305
  • Keywords: beginning teachers, knowledge, longitudinal, self-efficacy, CLASSROOMS, INDUCTION, BARRIERS, LESSONS, IMPACT, 1ST, ICT

Abstract

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.