Summary of Journal 10

Teacher Beliefs and Technology Integration

Chan Min Kim, Min Kyu Kim, Chiajung Lee

Department of Educational Psychology and Instructional Technology, The University of Georgia, Athens, GA, USA

J. Michael Spector

Department of Learning Technologies, The University of Noeth Texas, Denton, TX, USA

Karen DeMeester

Program Evaluation Group, The University of Georgia, Athens, GA, USA

The purpose of this study was used to investigate how teacher beliefs were related to technology integration practices. There are three research questions; a) how and what extent the teachers’ belief about the nature of knowledge and learning, b) how and what extent the teachers’ about effective ways of teaching, and c) how and what extent the teachers’ technology integration practices were related to each other. There were thwenty two teachers who have participated in a four-year professional development project funded by U.S. Department of Education. The research used exploratory mixed method research design. The research found that teachers’ belief about the nature of knowledge and learning and beliefs about effectibe ways of teaching were related to their technology integration pratices. Although technology integration is about how teaching practices, there has not been much research on the connections between teachers’ epistemology and conceptions and their technology integration pratices. The findings suggested that teacher beliefs should be considered in order to facilitate technology integration.