Teacher beliefs and technology integration practices: A critical relationship

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

COMPUTERS & EDUCATION, cilt.59, sa.2, ss.423-435, 2012 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 59 Sayı: 2
  • Basım Tarihi: 2012
  • Doi Numarası: 10.1016/j.compedu.2012.02.001
  • Dergi Adı: COMPUTERS & EDUCATION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.423-435
  • Anahtar Kelimeler: Inservice teacher, Technology use, Technology integration, Teacher technology use, Teacher professional development, COMPUTERS, SCHOOL
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

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?"