Teacher beliefs and technology integration practices: A critical relationship
Computers & EducationPublished 13 February 2012
Peggy A. Ertmer, Anne Ottenbreit‐Leftwich, Olgun Sadık, Emine Şendurur, Polat Şendurur
Citations2,004
SJR quartileQ1
SJR score3.34
SNIP4.18
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TL;DR
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?'' and suggest close alignment.
Abstract
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?"
Keywords
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