Educational Beliefs of Teachers Who Integrate Technology
Christa Harrelson Deissler, University of Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In the fall of 2002, a state-wide web design competition in Georgia called PROMOTE was organized by a network of educational technology training centers to encourage the use of technology and project-based learning in the classroom. While much of the literature suggests that teachers who have constructivist beliefs about teaching and learning are more likely to integrate technology into their practice, there is very little in the technology integration literature that addresses how teachers develop such beliefs. Given such a gap and the lack of formal inquiry into the beliefs of teachers in PROMOTE, the purpose of this study is to better understand how educators who use technology enhanced project-based learning in their teaching recall having developed their beliefs. Interviews were conducted with three educators regarding their development of their educational beliefs and findings were reported according to the themes represented in the technology integration literature. Keywords: Technology Integration, Qualitative Research, Pedagogy, Teacher Change, Project-Based Learning.
Deissler, C.H. (2006). Educational Beliefs of Teachers Who Integrate Technology. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1511-1518). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).