How do teacher beliefs influence technology use in the classroom?
Jean Ann Foley, Cecilia Ojeda, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Teachers' beliefs about teaching and learning shape their decisions about instructional strategies used in the classroom. Among the decisions that need to be made, the integration of technology has become a primary concern. Studies have shown that although teachers' knowledge of technology is increasing and the infrastructure to support it is in place, many faculty are reluctant to integrate technology into their courses. Literature points to the fact that all new information about technology will be filtered through existing pedagogical beliefs. Through quantitative and qualitative methods, this brief paper describes a research plan to examine teachers' beliefs in relation to their decisions about using technology in the classroom.
Foley, J.A. & Ojeda, C. (2007). How do teacher beliefs influence technology use in the classroom?. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 796-801). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 2, 2023 from https://www.learntechlib.org/primary/p/24647/.
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