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Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
ARTICLE

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Journal of Research on Technology in Education Volume 42, Number 3, ISSN 1539-1523

Abstract

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers' mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Contains 1 table.)

Citation

Ertmer, P.A. & Ottenbreit-Leftwich, A.T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved April 20, 2019 from .

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