This review was designed to further our understanding of the link between teachers' pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative…

A mixed-methods research study was designed to examine teachers' knowledge and confidence for implementing a STEM-based problem-based learning (PBL) unit in their 6-12 grade science and math classrooms. Twenty-one teachers (7 in-service and 13 pre-service) participated in an intensive two-week summer workshop during which they engaged in, and then…

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage…

Thirteen K-12 teachers participated in a technology integration professional development course that included course components such as peer modeling, peer collaboration, and reflection in an authentic learning context. The purpose of this study was to explore how teachers' beliefs, practices, and self-efficacy changed in this learning…

Besides a host of technical and logistical questions, more subtle issues, related to teachers' pedagogical visions and beliefs, as well as their perceived confidence for using technology, are also known to impede meaningful classroom technology use. Assuming that most designers and staff developers are fairly well prepared to provide technical…

Exemplary technology-using teachers achieve meaningful technology use in learner-centered, constructive environments despite the presence of both internal and external barriers. In this study, we discuss factors that enabled teachers to overcome these barriers, as identified by 25 winners of statewide technology teacher awards. In addition, we…

This research examines factors that influenced teachers' decisions to participate in professional development activities and, subsequently, to implement ideas gained through their participation. Twenty-four teachers who were employed by an urban school district shared their perceptions regarding the content, context, and process of a districtwide…

This two-year study explored the perceptions and roles of experienced elementary teachers (computer novices) as they learned and began using computer technology in their teaching. Results indicated participants' preferences for learning basic computer skills before integrating technology into the curricula, importance of seeing purpose in using…

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,…

Examines the relationships between first- (external) and second- (internal) order barriers to technology implementation by observing and interviewing several teachers within a single elementary school who had achieved varying levels of integration. Discusses strategies for technology staff development. (AEF)

Examines the pedagogical beliefs and teaching practices of 17 exemplary technology-using teachers. Findings suggest exemplary technology use, as perceived and practiced by teachers, does not readily match descriptions of best practice provided in the literature. Rather, exemplary use reflects teachers' personal beliefs about teaching and learning…

Current recommendations for achieving high-quality professional development for teachers include the creation of a professional learning community. Key to the success of this approach, however, is the role of the peer mentor or coach. This study examined the experiences and perceptions of 31 professional development coaches in order to highlight…

In this exploratory study, researchers compared characteristics and teaching practices of teachers, perceived by themselves to be exemplary technology-users, with characteristics and teaching practices of exemplary users described in the literature. Using a qualitative case-study design, the researchers examined the pedagogical beliefs and…

Current teacher educators are being challenged to find opportunities for their preservice teachers to develop both competence in, and confidence for, integrating technology into their curricula. Given the difficulty involved in trying to arrange successful classroom technology experiences for preservice teachers, this study was designed to examine…