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Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?
ARTICLE

Educational Technology Research and Development Volume 53, Number 4, ISSN 1042-1629

Abstract

Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

Citation

Ertmer, P.A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?. Educational Technology Research and Development, 53(4), 25-40. Retrieved February 16, 2019 from .

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  99. Teachers' Ambiguous Views of Technology

    Rong-Ji Chen, California State University San Marcos, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4036–4041

  100. Project-Based Learning with Multimedia: A Roadmap for Educators

    Ellen Fishman-Johnson, Springside School, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2523–2527

  101. Using Wikis to Build Collaborative Knowing

    Scott Wojtanowski, University of Minnesota, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2198–2201

  102. The Impact of a Combination of Vicarious and Personal Experiences on Teachers’ Technology Beliefs

    Yuxin Ma, Doug Williams, Mary Jane Ford & Louise Prejean, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1496–1501

  103. What is Technological Pedagogical Content Knowledge (TPACK)?

    Matthew Koehler & Punya Mishra, Michigan State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70

  104. Robotics and Discovery Learning: Pedagogical Beliefs, Teacher Practice, and Technology Integration

    Florence R. Sullivan, University of Massachusetts - Amherst, United States; Mary A. Moriarty, Smith College, United States

    Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 109–142

  105. Altered Geometry: A New Angle on Teacher Technophobia

    Margaret Lloyd, Queensland University of Technology, Australia; Peter Albion, University of Southern Queensland, Australia

    Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 65–84

  106. Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments

    Cher Ping Lim, Edith Cowan University, Australia

    Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 55–74

  107. Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates

    Yuxin Ma, University of Louisiana at Lafayette, United States; Guolin Lai, Georgia State University, United States; Doug Williams, Louise Prejean & Mary Jane Ford, University of Louisiana at Lafayette, United States

    Journal of Technology and Teacher Education Vol. 16, No. 4 (October 2008) pp. 411–433

  108. Pre-service Teachers Implementing ICT-integrated Strategies during the Practicum: Frustrations and Successes

    Kamini Jaipal, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5238–5241

  109. Flexibly Adaptive Professional Development for Teaching Science with Geospatial Technology

    Nancy Trautman, Cornell University, United States; James MaKinster, Hobart and William Smith Colleges, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4791–4805

  110. Using an Educational Computer Game to Teach History in a Pedagogical Laboratory

    Douglas Williams, University of Louisiana at Lafayette, United States; Guolin Lai, Georgia State University, United States; Yuxin Ma & Louise Prejean, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1847–1852

  111. Teachers’ Belief Change in a Pedagogical Laboratory

    Guolin Lai, Georgia State University, United States; Yuxin Ma, Douglas Williams, Louise Prejean & Mary Jane Ford, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1140–1145

  112. Integration Models for Hybrid Online Education in the K-12 Classroom

    Aaron Doering & George Veletsianos, University of Minnesota, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1069–1074

  113. Exploring the Relationship Between Academics’ Personal Theories of Teaching and Their Web-Enhanced Teaching Practices

    Scott Bradey, James Cook University, Australia

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 242–249

  114. Self-Regulated Teachers: Catalysts for Technology Integration

    Ofra Aslan & Kelly Morris, Concordia University, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1964–1972

  115. Guest Editorial: More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study

    Kimberly M. Fitzer, Joseph R. Freidhoff, Anny Fritzen, Matthew J. Koehler, Punya Mishra, Jim Ratcliffe, Tianyi Zhang, Jinjie Zheng & Wenying Zhou, Michigan State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007)

  116. Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes

    Hua Bai, The State University of New York at Potsdam, United States; Peggy Ertmer, Purdue University, United States

    Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 93–112

  117. Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships

    Evan Glazer, Thomas Jefferson High School for Science and Technology, United States; Michael Hannafin, University of Georgia, United States

    Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 35–61

  118. More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study

    Kimberly M. Fitzer, Joseph R. Freidhoff, Anny Fritzen, Anne Heintz, Matthew J. Koehler, Punya Mishra, Jim Ratcliffe, Tianyi Zhang, Jinjie Zheng & Wenying Zhou, Michigan State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 1–6

  119. Editorial: Networked Knowledge: Challenges for Teacher Education

    Peter R Albion, University of Southern Queensland, Australia; Cleborne Maddux, University of Nevada, Reno, United States

    Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 303–310

  120. Robotics Field Experience in a Pedagogical Laboratory

    Doug Williams, Louise Prejean, Yuxin Ma & Mary Jane Ford, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3513–3519

  121. Teacher Candidates' Experience in a Pedagogical Laboratory

    Louise Prejean, Douglas Williams & Yuxin Ma, University of Louisiana at Lafayette, United States; Guolin Lai, Georgia State University, United States; Mary Jane Ford, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3459–3466

  122. Direct Technology Training in Preservice Teachers Methods Courses: A Research Proposal

    Kelly Glassett, University of Utah, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3363–3366

  123. "Technology Integration" as a Multidimensional Concept

    Pedro Hernández-Ramos, Santa Clara University, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1506–1511

  124. iMovie Field Experience in an Early Childhood Pedagogical Laboratory

    Louise Prejean, Mary Jane Ford, Douglas Williams & Yuxin Ma, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 636–642

  125. Are we learning technology integration?: Reflection on preservice teachers’ perceptions of the educational use of technology

    ChanMin Kim, Florida State University, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3459–3464

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