Teacher beliefs and technology integration

The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were related to each other. The participants were twenty two teachers who have participated in a four-year professional development project funded by the U.S. Department of Education. Specific relations between teachers' beliefs and technology integration practices are presented. The implications for professional development and suggestions for teacher belief change and technology integration are discussed.

► Teacher beliefs (i.e., epistemology and conceptions of teaching) were examined.
► The goal was to understand why technology is integrated differently among teachers.
► Such beliefs were related to teachers' technology integration practice.
► Teacher beliefs need be considered in order to facilitate technology integration.
► Several suggestions for positive changes in teachers' beliefs are provided.