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TEACHERS' BELIEFS ABOUT TECHNOLOGY, TEACHING, LEARNING, AND THEIR ROLE IN SHAPING PLANS FOR CLASSROOM TECHNOLOGY USE
PROCEEDINGS

, GVSU School of Education, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teachers' beliefs about teaching and learning shape their approach to planning and carrying out curricular
activities in the classroom. These beliefs are filters through which teachers make sense of the curriculum and
influence the instructional approach they use. Assumptions about the role of educational technology are an
important influence on the plans and activities teachers make when they prepare to integrate technology into
their teaching practices. This study examined individual teachers' beliefs and knowledge related to teaching
and learning as articulated in a graduate-level course, looking closely at how these beliefs and knowledge
shape plans for technology use in teaching. The results offer insights into the nature of teacher beliefs that
shape technology use and help to clarify the interactions between knowledge and belief about teaching,
learning, and technology. This line of research represents an important area for further study as more and
more teachers view technology as a valuable pedagogical tool.

Citation

Topper, A. (2000). TEACHERS' BELIEFS ABOUT TECHNOLOGY, TEACHING, LEARNING, AND THEIR ROLE IN SHAPING PLANS FOR CLASSROOM TECHNOLOGY USE. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1525-1527). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .

Keywords

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References

  1. Borko, H., & Putnam, R. (1995). Expanding a teacher™s knowledge base: A cognitive psychological perspective on professional development. In T.R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices, pp. 35-65.
  2. Grossman, P.L. (1990) The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
  3. Shulman, L.S. (1987). Knowledge and Teaching: Foundations of the new reform. Harvard Educational Review, 57(1),1-22.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. 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 2007 (Mar 26, 2007) pp. 796–801

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.