You are here:

The Roles of Expertise and Experience on Teachers’ Technology Use in the Classroom

, Stanford University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Using technology with students requires teachers to master a unique body of knowledge, known as Technological Pedagogical Content Knowledge (TPACK). As instructors trying to help teachers learn to implement technology in support of learning, we would like to know more about teachers’ prior knowledge, but measures are scarce. In this study, participants in a summer technology workshop reported on their computer experience, attitudes, and use of technology with students. Rather than focus on frequency, I use breadth of computer use for personal and teacher tasks as well as with students to examine the characteristics of teachers reporting high levels of expertise in using technology for teaching. A closer analysis of the relationship between technological expertise and years of teaching experience reveals three different teacher profiles, suggesting that both teaching and technology background play a role in technology use for teaching. These profiles show different characteristics in technology use with students.


Forssell, K. (2009). The Roles of Expertise and Experience on Teachers’ Technology Use in the Classroom. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4074-4080). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .


View References & Citations Map


  1. Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2). 191-215.
  2. Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31, 1-36.
  3. Becker, H.J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8, n51. Retrieved on December 15, 2007 from Hughes, J. (2005). The role of teacher knowledge and learning experiences informing technology-integrated
  4. McCrory, R. (2008). Science, Technology and teaching: The topic specific challenges of TPCK in Science. In AACTE Committee on Technology and Innovation (Ed), Handbook of Technological Pedagogical Content
  5. Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
  6. Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
  7. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1). 1-22.
  8. Williams, D., Coles, L., Wilson, K., Richardson, A., & Tuson, J. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31(4), 307-320.

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