How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?

By E. Judson. 2006

446 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d7b48cad52fd017a99d94e45be7d2979b4e240b0

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Citations in the corpus

Why Do Teachers Not Practice What They Believe Regarding Technology Integration? (2008, background): “Judson (2006) and Levin and Wadmany (2006) specifically investigated whether teachers' technology use in classrooms would reflect the teachers' pedagogical beliefs, and regarding this technology use the researchers' findings confirmed the existence of an inconsistency between (a) teachers'…”
Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration (2008, background): “Judson (2006) suggests that there may be little correlation between stated beliefs and actual practice.”
Teacher Technology Change (2010, background): “In general, teachers with more traditional beliefs will implement more traditional or "low-level" technology uses, whereas teachers with more constructivist beliefs will implement more student-centered or "high-level" technology uses (Judson, 2006; Roehrig et al., 2007).”
A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, background): “Teachers’ beliefs have an important influence on their behaviours, manners, teaching efficiency, class management, etc. (Chang 1996; Fang 1998; Chu and Yeh 2003; Judson 2006; Ho 2009).”
Factors affecting technology integration in K-12 classrooms: a path model (2010, background): “Such data would provide diverse perspectives and useful insights into understanding the complexity of technology integration in K-12 schools (Baylor and Ritchie 2002; Judson 2006).”
Teachers' Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction (2012, background): “Judson (2006) found an inconsistency between teachers’ professed beliefs about instructional practice and their actual classroom practice.”