The impact of primary school teachers' educational beliefs on the classroom use of computers

By Ruben Hermans, Jo Tondeur, Johan van Braak, Martin Valcke. Comput. Educ., 2008

715 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bd9afa76bd3111c537c28ba3e66ee6f611e751a6

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Citations in the corpus

Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology (2010, background): “…underpin the particular impact of (1) educational beliefs on the frequency and successful use of ICT in education (e.g., Higgins & Moseley, 2001; Hermans et al., 2008; Tondeur, van Keer, van Braak, & Valcke, 2008); (2) teaching self-efficacy (e.g., Wang et al., 2004); and (3) computer attitudes…”
Using the Technology Acceptance Model in Understanding Academics' Behavioural Intention to Use Learning Management Systems (2014, result): “Further, along similar lines with other studies[26, 27], beliefs about e-learning were found important in determining the use of JUSUR LMS.”
Factors related to pedagogical beliefs of teachers and technology integration (2011, background): “Moreover, constructivist beliefs are positively correlated with the use of technology in the classroom, whereas traditional beliefs are negatively correlated with technology use in the classroom (Hermans et al., 2008).”
Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States (2011, background): “…speciﬁcally the consistent ﬁnding that beliefs about the importance of integrating technology into instruction were related to the extent of integration (e.g., Angers & Machtmes, 2005; Ertmer & Ottenbreit-Left-wich, 2010; Hermans, Tondeur, van Braak, & Valcke, 2008; Windschitl & Sahl, 2002).”
Teacher Technology Change (2010, background): “According to Hermans et al. (2008), “Belief systems consist of an eclectic mix of rules of thumb, generalizations, opinions, values, and expectations grouped in a more or less structured way” (p. 1500).”
Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools (2015, background): “…allow students to be more organized and efficient in which they can take obtain the notes from computer, submit their works by email from home as long as they meet the deadline and looking for information from various sources provided online to fulfil the task given to them (Hermans et al., 2008) .”