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Teachers' Beliefs and Practices in Technology-Based Classrooms: A Developmental View
ARTICLE

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Journal of Research on Technology in Education Volume 39, Number 2, ISSN 1539-1523

Abstract

This paper reports on an exploratory, longitudinal study that analyzes and interprets the evolution of teachers' beliefs regarding learning, teaching, and technology, and their instructional practices, in the context of integrating technology-based information-rich tasks in six 4th-6th grade classrooms. The study used multiple research tools, interviews, questionnaires and observations, focusing on both teachers' beliefs and classroom practices. The findings reveal that following multi-year experiences in technology-based classrooms, teachers' educational beliefs had changed quite substantively, demonstrating multiple views rather than pure beliefs. The study argues that teachers' beliefs form a mosaic of complementary visions, even conflicting ones. It also shows that it is easier to change classroom practices than educational beliefs. (Contains 3 tables.)

Citation

Levin, T. & Wadmany, R. (2006). Teachers' Beliefs and Practices in Technology-Based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157-181. Retrieved June 17, 2019 from .

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