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Teachers’ Beliefs, Philosophical Foundations for Pedagogy, and Technology Integration
PROCEEDINGS

, , , , University of Georgia, United States ; , , , Florida State University, United States ; , University of South Alabama, United States ; , University of Sydney, Australia

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to examine how teachers’ underlying epistemological beliefs as well as their philosophies of teaching are related to their uses of technology for teaching. The participants were 29 teachers who have participated in a three-year Comprehensive School Reform Program funded by the U.S Department of Education. The purpose of the program was to increase the technology capacity and competency of rural schools and to improve the quality of participating teachers' integration of technology in their classrooms to support specific learning objectives and students' mastery of skills and competencies described in the states' standards. Specific relations among teachers' beliefs, philosophical foundations for pedagogy, and strategies of technology integration are discussed.

Citation

Kim, C., Kim, M., Lee, C.J., Spector, M., DeMeester, K., McKeown, J., Capps, J., Litchfield, B. & Howard, S. (2010). Teachers’ Beliefs, Philosophical Foundations for Pedagogy, and Technology Integration. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 4045-4049). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2019 from .

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