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A Model for Teacher Epistemic Beliefs in the Integration of Educational Technology
PROCEEDING

, Auburn University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Teacher beliefs about the nature of teaching and learning, also known as epistemic beliefs, help teachers define the teaching task and how they approach classroom instruction. The purpose of this study included the development of a model to explore the relationship between teacher epistemic beliefs, teacher-perceived barriers in the integration of educational technology, and the use of technology in instruction. Structural equation modeling was used to determine model fit.

Citation

Greer, R. (2017). A Model for Teacher Epistemic Beliefs in the Integration of Educational Technology. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2347-2350). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 27, 2020 from .

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