Teachers’ beliefs and practices in technology-based classrooms: A developmental view

Journal of Research on Technology in Education

Volumn 39, Issue 2, 2006, Pages 157-181

  Levin, Tamar ^a   Wadmany, Rivka ^b  

^a TEL AVIV UNIVERSITY   (Israel)

^b State Teachers College   (Israel)

Author keywords

Information rich tasks; Multiple beliefs; Teacher beliefs; Teacher cognition; Technology integration

Indexed keywords

EID: 85008783298     PISSN: 15391523     EISSN: 19450818     Source Type: Journal    
DOI: 10.1080/15391523.2006.10782478     Document Type: Article

References (98)

1. ACOT (Apple Classrooms of Tomorrow Project). Sofweb Resource Centre. Retrieved April 2001 From the World Wide Web: Http://www.sofweb.vic.edu.au/ICT/research/pdfZNAV30_2.PDF
2. Abrami, E C. (2001). Understanding and promoting using complex learning using technology. Educational Research and Evaluation, 7, 113-136.
3. Albion, P. R. (2003). Graduating teachers’ dispositions for integrating information and communications technologies into their teaching. Retrieved from http://www.usq.edu.au/users/albion/papers/site03/3756.pdf
4. Albion, P. R. (1999). Self-efficacy beliefs as an indicator of teachers’ prepared-ness for teaching with technology. In J. D. Price, J. Willis, D. A. Willis, M. Jost, & S. Boger-Mehall (Eds.), Technology and teacher education annual 1999 (pp. 1602-1608). Charlottesville, VA: Association for the Advancement of Computing in Education.
5. Albion, P. R, & Ertmer, P. A. (2002). Beyond foundations: The role of vision and belief in teachers’ preparation for integration of technology. TechTrends, 46(5), 34-38.
6. Alexander, S. (1999). An evaluation of innovative projects involving communication and information technology in higher education. Higher Education Research and Development, 18(2), 173-184.
7. Argyris, C. J., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.
8. Becker, H. J., & Ravitz, J. L. (1999). The influence of computer and internet use on teachers’ pedagogical practices and perceptions. Journal of Research on Computing in Education. 31(4), 356-384.
9. Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cubans predictions correct? Paper presented at the American Educational Research Association, Seattle. Available online: http://www.crito.uci.edu/tlc/findings/conferences-pdf/aera_2001.pdf
10. Bell, B., & Gilbert, J. (1994). Teacher development as professional personal and social development. Teaching and Teacher Education, 10, 483-497.
11. Blair I. V., & Banaji, M. R. (1996). Automatic and controlled processes in stereotype priming. Journal of Personality and Social Psychology. 70, 1142-1163.
12. Bruenjes, L.S. (2002). A multi-case study investigating the disposition of faculty use of technology as a teaching and learning tool in the higher education classroom. Doctoral dissertation, University of Massachusetts, Lowell. UMI 3041377.
13. Buchanan, T., Burts, D. O, Bidner, J., White, V. F., & Charlesworth, R. (1998). Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers. Early Childhood Research Quarterly, 13(3), 459-483.
14. Burkhardt, H, Fraser, R., & Ridgeway, J. (1990). The dynamics of curriculum change. In I. Wirszup & R. Streit (Eds.), Development in school mathematics education around the world, 2, 3-29. Reston, VA: NCTM.
15. Burton, D. B. (2003). Technology professional development: A case study. Academic Exchange Quarterly, 7(2), 2378-2381.
16. Cantwell, R., & Beamish, P. (1994). Executive strategy control in secondary and tertiary populations: Contrasting understandings of self regulation. Paper presented at the annual national conference of the Australian Association for Research in Education, University of Newcastle, New South Wales.
17. Caravita, S. & O. Hallden (1994). Reframing the problem of conceptual change. Learning and Instruction, 4, 89-111.
18. Clandinin, D. J, & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories—stories of teachers, school stories—stories of schools. Educational Researcher, 25(3), 24-30.
19. Clark, C. M. & Peterson, P.L. (1986). Teachers’ thought processes, in M. C. Wittrock (Ed.), Handbook of Research on Teaching, (3rd ed, 255-296). NY: Macmillan.
20. Cohen, M. (1987). Improving school effectiveness: Lessons from research. In V. Koehier (Ed.), Handbook research on teaching, (pp. 474-490). New York: Longman.
21. Cox, M., Abbott, C., Webb, M., Blakeley, B., Beauchamp, T., & Rhodes, V. (2004). A review of the research literature relating to ICT and attainment. London: DfES.
22. Cuban, L. (1986). Teachers and machines. New York: Teachers College Press.
23. Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(1), 3-13.
24. Cuban, L. Kirkpatrick, H., & Peck, C. (2001). High access and low use of technology in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
25. Davis, M. M., Konopak, B. C., & Readencek, J. E. (1993). An investigation of two teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33, 105-133.
26. Doolittle, P E (1999) Constructivism: The career and technical education perspective. Journal ofVocational and Technical Education. 16(1), 23-46.
27. Elen, J., & Lowyck, J. (1999). Metacognitive instructional knowledge: Cognitive mediation and instructional design. Journal of Structural Learning and Intelligent Systems, 13, 145-169.
28. Ertmer, P. A., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
29. Ertmer, P. A., Gopalakrishnan, S., & Ross, E. M. (2001). Technology-using teachers: comparing perceptions of exemplary technology use to best practice. Journal of Research on Technology in Education, 33. [Electronic Version]. Available: http://www.iste.org/jrte/33/5/ertmer.html
30. Ertmer, P. A., & Hruskocy, C. (1999). Impacts of university/elementary school partnership designed to support technology integration. Educational Technology Research and Development, 47(1), 81-96.
31. Fang, Z. (1996). A Review of research on teacher beliefs and practices. Educational Research, 38, 47-65.
32. Fishbein, M., & Azjen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, Mass: Addison-Wesley.
33. Fullan, M. (1991). The new meaning of educational change. Cassell, London.
34. Fullan, M. (1992). Successful school improvement, Open University Press, Buckingham, Philadelphia.
35. Fullan, M. (1993). Change focus. New York: Falmer Press.
36. Fulton, K., & Torney-Purta, J. (2000). How teachers’ beliefs about teaching and learning are reflected in their use of technology: Case studies from urban middle schools. Paper presented at the International Conference on Learning with Technology, Temple University, Philadelphia, Pennsylvania.
37. Glasersfeld, E.V. (1996). Introduction: Aspects of constructivism. In Fosnot, C. T. (Ed.), Constructivism: Theory, perspective, and practice (pp. 3-7). New York: Teachers College Press.
38. Gobbo, C., & Girardi, G. (2002). Teachers’ beliefs and the integration of ICT in Italian school s. Journal of Information Technology for Teacher Education, 10(1-2), 63-87.
39. Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447-464.
40. Gore, J. M. & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119-136.
41. Greenberg, R., Raphael, J., Keller, J., & Tobias, S. (1998). Teaching high school science using image processing: A case study of implementation of computer technology, Journal of Research in Science Teaching, 35, 297-327.
42. Grundy, S. (1987). Curriculum: Product or praxis? Philadelphia: Falmer Press.
43. Gunstone, R. F. (1994). The importance of specific science content in the enhancement of metacognition. In P. Fensham, R. Gunstone, & R. White (Eds.), The Content of Science (pp. 131-146). London: Falmer.
44. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 5(3/4), 381-391.
45. Habermas, J. (1987). Knowledge and Human Interests. Trans. Shapiro, J. London: Polity Press.
46. Haney, J. J., Czerniak, C., & Lumpe, A. T. (1996). Teachers’ beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.
47. Honey, M., & Moeller, B. (1990). Teachers’ beliefs and technology integration: Different values, different understanding. New York: Center for Technology in Education.
48. Jacobsen, D. M. (2002). Building different bridges two: A case study of transformative professional development for student learning with technology. Paper presented at AERA 2002: Validity and Value in Educational Research, the 83rd Annual Meeting of the American Educational Research Association, New Orleans, LA.
49. Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.
50. Kane, R, Sandretto, S., & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educationl Research. 72(2), 177-228.
51. Kember, D., & Kwan, K. P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28(5-6), 469-490.
52. Knapp, L. R., & Glenn, A. D. (1996). Restructuring schools with technology. Boston: Allyn and Bacon.
53. Kuhn, T. (1970). The structures of scientific revolutions (2nd ed.). Chicago: Chicago University Press.
54. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
55. Leach J., & Moon, J. (2000). Pedagogy information and communications. The Curriculum Journal, 11(3), 385-404.
56. Leung, K. P., Watters, J. J, & Ginns, I. S. (2005). Enhancing teachers’ incorporation of ICT in classroom teaching. Paper presented at the 9th Annual Global Chinese Conference on Computers in Education, 2005, Brigham Young University Hawaii, USA.
57. Levin T. (1999). The non-linear curriculum. In S. Sharan, H. Shachar, &T. Levin, T., (Eds.), The Innovative School, Organization and Instruction (pp. 115-146). Westport, Connecticut: Greenwood Pub. Group. Inc.
58. Levin, T. & Wadmany, R. (2006) Listening to students’ voices on learning with information technologies in a rich technology-based classroom. Journal of Educational Computing Research, 34(3), 295-331
59. Lim, C. P., & Khine, M. S. (2006). Managing Teachers’ Barriers to ICT Integration in Singapore Schools. Journal, of Technology and Teacher Education, 14(1), 97-125
60. Lincoln, Y. S. &, Guba, E.G. (2000). Paradigmatic controversies, contradictions and emerging confluences. In N.K. Denzin & Y.S. Lincoln (Eds.) Hand-book of qualitative research (2nd ed., pp. 163-188). Thousand Oaks, CA: Sage.
61. Mann, B. (2000). Internet provision for enrichment opportunities to school and home. Journal of the Australian Council for Educational Computing 25(1), 17-21.
62. Maor, D., & Taylor, P. C. (1995). Teacher epistemology and scientific inquiry in computerized classroom environments. Journal of Research in Science Teaching 32, 839-854.
63. Marcinkiewicz, H. R. (1994). Computers and teachers: Factors influencing computer use in the classroom. Journal of Research on Computing in Education, 26 (2), 220-237.
64. Martin, E. & Ramsden, P. (1993). An expanding awareness: how lecturers change their understanding of teaching;. Higher Education Research and Development, 15, 148-155.
65. Marton, F. (1986). Phenomenography—a research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-40
66. Marton, F., Dall’Alba, G., & Beaty, E. (1993) Conceptions of learning. International Journal of Educational Research, 19, 277-300.
67. Mumtaz, S. (2000) Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-341.
68. Munby, H. (1984). A qualitative approach to the study of a teacher’s beliefs. Journal of Research in Science Teaching, 21(1), 27-38.
69. Pajares, M. (1992). Teacher’s beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
70. Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163-178.
71. Prawat, R. S. (1992). Teachers beliefs about teaching and learning: A Constructivist perspective. American Journal of Education, 100(3), 354-394.
72. Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychology, 29 (1), 37-48.
73. Purdie, N., & Hattie, J. (1999). The relationship between study skills and learning outcomes: A meta-analysis. Australian Journal of Education 43,(1), 72-86.
74. Raths, J. (2001) Teachers’ beliefs and teaching beliefs. Early Childhood Research and Practice, 3(1), Retrieved: http://ecrp.uiuc.edu/v3nl/raths.html
75. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, Handbook of research on teacher education, (pp. 102-119). NewYork: MacMillan.
76. Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco, CA: Jossey—Bass.
77. Samuelowicz, K., & Bain, J, D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41, 299-325.
78. Sandholtz, J. H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New-York; Teachers College Press.
79. Scrimshaw, P. (2004). Enabling teachers to make successful use of ICT. Retrieved September 2005 from http://www.becta.org.uk
80. Semple, A. (2000). Learning Theories and their influence of the development and use of educational technologies. Australian Science Teachers fournal, 46(3), 21-28.
81. Slough, S. W., & Chamblee, G. E. (2000). Implementing technology in secondary science and mathematics classrooms: A perspective on change. In D. A. Willis, J. D. Willis, and J. Willis (eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference (pp. 1021-1026). Association for the Advancement of Computing in Education, Charlottesville, VA.
82. Soter, A. O. (1995). Teacher learning over time: Accommodations, reconceptualizations and radical transformations, in R. Hoz, & M. Silberstein (Eds.), Partnership of Schools and Higher Education in Teacher Development (pp. 303-322). Beer Sheva, Israel: Ben Gurion University of the Negev Press.
83. Sproull, L., & Kiesler, S. (1991). Connections: New ways of working in the networked organization. Cambridge, MA: MIT Press.
84. Tearle, P. (2004) Implementation of ICT in UK secondary schools. Implementation of ICT in UK secondary schools. Paper presented at the European Conference on Educational Research, University of Crete.
85. Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (pp. 127-146). New York: Macmillan.
86. Tillema, H. H. (1995). Changing the professional knowledge and beliefs of teachers: A training study. Learning and Instruction, 5, 291-318.
87. Totter, A., Stutz, D., & Grote, G. (2006) ICT and schools: Identification of factors influencing the use of new media in vocational training schools. The Electronic fournal ofe-Learning, 4(1), 95-102. Available online at www.ejel.org
88. Veen, W., (1993). The role of beliefs in the use of information technology: implications for teacher education, or teaching the right thing at the right time. Journal of Information Technology for Teacher Education, 2(2), 139-153.
89. Von Glasersfeld, E. (1998). Why constructivism must be radical. In M. Larochelle, N. Bednarz, & J. Garrison (Eds.), Constructivism and education (pp. 23-28). Cambridge: Cambridge University Press.
90. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.
91. Wadmany, R. (2004). Learning in a technology-rich environment focused on information-rich tasks: change patterns and development of educational belief and teaching and learning processes among teachers and students. Doctoral thesis. Tel Aviv University. Israel
92. Whitworth, J. M. (1997). Student teachers within curriculum reform: Does a label make a difference? Conference of the Association for the Education of Teachers in Science, AETS, (pp. 133-176), Cincinnati, OH.
93. Willis, J. W., Thompson, A, & Sadera, W (1999). Research on technology and teacher education: Current status and future directions. Educational Technology Research and Development, 47(4), 29-45.
94. Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165-206.
95. Yin, R. K. (1992). The case study method as a tool for doing evaluation. Current Sociology, 40 (1), PP. 119-137.
96. Yocum, K. (1996). Teacher-centered staff development for integrating technology into classrooms. Technological Horizons in Education, 24(4), 88-91.
97. Zeidler, D. (1997). The central role of fallacious thinking in science education. Science Education, 81, 483-496.
98. Zhao, Y., Pugh, K. & Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.