Teacher Beliefs, Best Practice, Technology Usage in the Classroom: A Problematic Relationship
PROCEEDINGS
Jean Ann Foley, Cecilia Ojeda, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Our research focuses on the complexity of the relationships between patterns of educational beliefs and the integration of technology in the university classroom. By collecting and analyzing data in three areas: teacher beliefs, best practice, and technology usage by educators, we looked for descriptive illustrations that reveal types of alignments or non-alignments. Findings suggest a problematic relationship among the three areas in that teachers are not consistently using technology in ways that support their core beliefs about teaching and best practice.
Citation
Foley, J.A. & Ojeda, C. (2008). Teacher Beliefs, Best Practice, Technology Usage in the Classroom: A Problematic Relationship. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4110-4117). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 29, 2023 from https://www.learntechlib.org/primary/p/27899/.
