You are here:

Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?
ARTICLE

Educational Technology Research and Development Volume 53, Number 4, ISSN 1042-1629

Abstract

Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

Citation

Ertmer, P.A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?. Educational Technology Research and Development, 53(4), 25-40. Retrieved December 5, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.