Developing a typology of teacher beliefs and practices concerning classroom use of ICT

• We qualitatively explored ICT integration through teachers' beliefs and practices.
• We considered reported (by teachers) and observed (by the researchers) practices.
• The inconsistencies found between reports and observations inform and warn us.
• Four distinguished tendencies in both beliefs and practices were identified.
• A typology emerged relating specific attributes of beliefs to different types of use.

The study explored uses of educational technology as echoed in teachers' beliefs and practices with ICT. The research is situated in Cyprus where ICT in education is still at an early stage, and is premised on the argument that teachers' limited use of technology in the classroom can be explained by the lack of incorporation of an effective pedagogy. On the basis that understanding teachers' rationales and behaviours in depth is crucial for the successful implementation of an ICT initiative, a multi-case study of primary teachers was conducted. Following within- and cross-case analyses, four distinct foci were identified across the sample in terms of the value of technology that resulted in varied aims for practice. Synthesis of the findings led to the development of a typology depicting a relationship between beliefs and practices and adding to our knowledge about teacher response to the introduction of ICT in schools.