Teacher beliefs and technology integration practices: A critical relationship

Ertmer P. A., Ottenbreit-Leftwich A. T., Sadik O., Sendurur E., Sendurur P.

COMPUTERS & EDUCATION, vol.59, no.2, pp.423-435, 2012 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 59 Issue: 2
  • Publication Date: 2012
  • Doi Number: 10.1016/j.compedu.2012.02.001
  • Journal Name: COMPUTERS & EDUCATION
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.423-435
  • Keywords: Inservice teacher, Technology use, Technology integration, Teacher technology use, Teacher professional development, COMPUTERS, SCHOOL
  • Middle East Technical University Affiliated: Yes

Abstract

Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, "How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?"