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A Beginning Model to Understand Teacher Epistemic Beliefs in the Integration of Educational Technology
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, Auburn University, United States ; , , Southern Illinois University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher beliefs about the nature of the teaching and learning process help teachers define the teaching task, and thus frame how they teach. The purpose of this study included the development of a model to explore the relationship between teacher epistemic beliefs, perceived obstacles in the use of educational technology, and the integration of technology in classroom instruction. Structural equation modeling was used to determine whether epistemic beliefs have a direct effect on teachers’ implementation of educational technology.

Citation

Greer, R., Koran, J. & White, L. (2016). A Beginning Model to Understand Teacher Epistemic Beliefs in the Integration of Educational Technology. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2050-2056). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 7, 2020 from .

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