The beliefs behind the teacher that influences their ICT practices

This paper explores teacher beliefs that influence the ways Information and Communications Technologies (ICT) are used in learning contexts. Much has been written about the impact of teachers’ beliefs and attitudes to ICT as ‘barriers’ to ICT integration (Ertmer et al., 2007, Higgins and Moseley, 2001 and Loveless, 2003). This paper takes a closer look at the types of beliefs that influence ICT practices in classrooms and the alignment of these beliefs to current pedagogical reform in Australia. The paper draws on data collected through the initial phase of a research project that involved an Industry Collaborative of four Catholic primary schools (prep – grade 7). Data are drawn from teacher surveys, interviews and document analysis. The results present specific links between ICT beliefs that are informing teachers’ practices. ICT beliefs and practices are aligned to reform agenda for digital pedagogies. The findings of this research inform teacher ICT practice and requirements for ICT professional development.

► Three developmental categories of ICT practices as Foundational to Developing to Digital.
► Teachers varying confidence and competency levels affect appropriation of ICT.
► Teachers’ beliefs were distinctly different in Skill-based category.
► Teacher beliefs have implications for ICT Professional development.