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ERIC Number: ED326203
Record Type: RIE
Publication Date: 1990-Aug
Pages: 16
Abstractor: N/A
Reference Count: N/A
Teachers' Beliefs and Technology Integration: Different Values, Different Understandings. Technical-Report-No. 6.
Honey, Margaret; Moeller, Babette
This study was designed to examine how teachers' beliefs and values influence the successful integration of microcomputers into the curriculum. Semi-structured interviews with 20 teachers were conducted in elementary, middle, and high schools in one urban and one suburban district in New York State and responses were categorized into four groups: (1) Progressive Practice and Successful Technology Integration; (2) Progressive Practice and Technological Ambivalence; (3) Traditional Practice and Technological Reluctance; and (4) Progressive Practice and Lack of Opportunity. Each group was examined in terms of classroom practices and educational objectives, teachers' perceptions of themselves and their students, conceptualizing the relationship between technology and education, integrating technology into the curriculum, how teachers got involved with technology, facilitating factors, deterring factors, and envisioning future classroom environments. Results indicate that unless teachers are personally ambivalent about computers or have lacked the opportunity to get involved with computer technology, their educational beliefs play an important role in how they choose to appropriate and make use of technologies in their classrooms. (14 references) (DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Technology in Education, New York, NY.