Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Why Do Teachers Not Practice What They Believe regarding Technology Integration?

Chao-Hsiu Chen
The Journal of Educational Research
Vol. 102, No. 1 (Sep. - Oct., 2008), pp. 65-75
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27548264
Page Count: 11
  • Download ($46.00)
  • Cite this Item
Why Do Teachers Not Practice What They Believe regarding Technology Integration?
Preview not available

Abstract

Research findings indicate that teachers' beliefs play an important role in their deciding how they will integrate technology into the classroom. The author used qualitative research methods to explore the relations between teachers' pedagogical beliefs and technology integration. Participants were 12 Taiwanese high school teachers, and findings indicated inconsistency between the teachers' expressed beliefs and their practices. The author categorized the reasons for the inconsistency into 3 interrelated aspects: (a) the influence of external factors, (b) teachers' limited or improper theoretical understanding, and (c) teachers' other conflicting beliefs. The author presents suggestions for school settings, professional development, and future research.

Page Thumbnails

  • Thumbnail: Page 
65
    65
  • Thumbnail: Page 
66
    66
  • Thumbnail: Page 
67
    67
  • Thumbnail: Page 
68
    68
  • Thumbnail: Page 
69
    69
  • Thumbnail: Page 
70
    70
  • Thumbnail: Page 
71
    71
  • Thumbnail: Page 
72
    72
  • Thumbnail: Page 
73
    73
  • Thumbnail: Page 
74
    74
  • Thumbnail: Page 
75
    75