Teachers’ Beliefs, Philosophical Foundations for Pedagogy, and Technology Integration
ChanMin Kim, Minkyu Kim, Chia-Jung Lee, Michael Spector, University of Georgia, United States ; Karen DeMeester, Jonathan McKeown, Janet Capps, Florida State University, United States ; Brenda Litchfield, University of South Alabama, United States ; Sarah Howard, 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
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.
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).