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Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice
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, , , Purdue University, United States

AACE Award

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

This research examined the pedagogical beliefs and classroom practices of seventeen exemplary technology-using teachers. Open-ended questionnaire, interview, and observation data were collected and analyzed to identify the beliefs and practices that were common, as well as distinct, across teachers. Findings suggest that teachers' exemplary technology practices were guided by strong pedagogical visions which were rooted in their beliefs about student-centered classrooms. Teachers' primary reasons for using technology related, not to extrinsic rewards, but to the many ways in which students benefited.

Citation

Ertmer, P., Ross, E. & Gopalakrishnan, S. (2000). Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1519-1524). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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