Teacher beliefs and technology integration practices: A critical relationship

Date

2012-09-01

Author

Ertmer, Peggy A.
Ottenbreit-Leftwich, Anne T.
Sadik, Olgun
Sendurur, Emine
Sendurur, Polat

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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?"

Subject Keywords

Inservice teacher, Teacher professional development, Teacher technology use, Technology integration, Technology use

URI

https://hdl.handle.net/11511/67998

Journal

COMPUTERS & EDUCATION

DOI

https://doi.org/10.1016/j.compedu.2012.02.001

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

P. A. Ertmer, A. T. Ottenbreit-Leftwich, O. Sadik, E. Sendurur, and P. Sendurur, “Teacher beliefs and technology integration practices: A critical relationship,” COMPUTERS & EDUCATION, pp. 423–435, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/67998.