Teacher beliefs and technology integration practices: A critical relationship

By Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich, Olgun Sadik, Emine Şendurur, Polat Şendurur. Comput. Educ., 2012

2,016 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2705c66b97ae19661d8d27cef88909a5837743d0

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Citations in the corpus

Factors influencing digital technology use in early childhood education (2014, background): “Some have argued that second-order intrinsic barriers are actually more important to teachers’ acceptance and use of technology than first-order barriers (Ertmer et al., 2012; Zhao et al., 2002).”
The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, background): “…infrastructure and resources (Ertmer 1999), community buy-in and support (Zhao and Frank 2003), individual and collective student needs (Lei et al. 2008; Mishra and Koehler 2006), and teacher knowledge and support for using technology (Ertmer et al. 2012; Morsink et al. 2011) are not recognized.”
Educating digitally competent teachers: A study of integration of professional digital competence in teacher education (2017, background): “Factors associated with the concept of will are thus related to teachers' attitudes towards technology (Morales, 2006, p. 20) and to what Ertmer et al. (2012) refers to as beliefs or internal barriers.”
Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2013, background): “Based on the results of two recent studies by the authors (Ertmer et al., 2012, 2006–2007), student-centered beliefs were perceived to act as a facilitative factor in teachers’ technology integration efforts, enabling them to circumvent first-order barriers typically encountered in schools and…”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, neutral): “…implementation (Cantrell & Hughes, 2008; Cantrell et al., 2013; Durlak & DuPre, 2008; Klimes-Dougan et al., 2009), and student interest, motivation, self-confidence, and achievement (Beilock et al., 2010; Canning et al., 2019; Ertmer et al., 2012; Stipek et al., 2001; Upadyaya & Eccles, 2014).”