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

2018-01-01
Ottenbreit-Leftwich, Anne
Liao, Janet Yin-Chan
Sadık, Olgun
Ertmer, Peggy
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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.
beginning teachers, knowledge, longitudinal, self-efficacy, CLASSROOMS, INDUCTION, BARRIERS, LESSONS, IMPACT, 1ST, ICT
https://hdl.handle.net/11511/96466
JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION
Department of Computer Education and Instructional Technology, Article

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Citation Formats
A. Ottenbreit-Leftwich, J. Y.-C. Liao, O. Sadık, and P. Ertmer, “Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?,” JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, vol. 50, no. 4, pp. 283–305, 2018, Accessed: 00, 2022. [Online]. Available: https://hdl.handle.net/11511/96466.
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