Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.

doi:10.1007/BF02504683

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Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.

Journal Article•DOI•

Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.

01 Dec 2005-Educational Technology Research and Development (Springer Science and Business Media LLC)-Vol. 53, Iss: 4, pp 25-40

TL;DR: In this article, the authors present a conceptual overview of teacher pedagogical beliefs as a vital first step to establish a similar link to teachers' classroom uses of technology, and describe important implications for teacher professional development and offer suggestions for future research.

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Abstract: 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, may be at work. Previous researchers have noted the influence of teachers’ beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers’ classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogical beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers’ classroom practice, I describe important implications for teacher professional development and offer suggestions for future research.

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Journal Article•

What is Technological Pedagogical Content Knowledge (TPACK)

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Matthew J. Koehler¹, Punya Mishra¹•Institutions (1)

Michigan State University¹

01 Mar 2009-Contemporary Issues in Technology and Teacher Education

2,135 citations

Journal Article•

What Is Technological Pedagogical Content Knowledge

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Matthew J. Koehler, Punya Mishra

01 Jan 2009-Contemporary Issues in Technology and Teacher Education Journal

TL;DR: The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology, which produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

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Abstract: This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

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1,833 citations

Cites background from "Teacher Pedagogical Beliefs: The Fi..."

...Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs (Ertmer, 2005)....
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Journal Article•DOI•

Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research

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Khe Foon Hew¹, Thomas Brush²•Institutions (2)

Nanyang Technological University¹, Indiana University²

03 May 2007-Educational Technology Research and Development

TL;DR: In this paper, the authors identify the general barriers typically faced by K-12 schools when integrating technology into the curriculum for instructional purposes, namely: resources, institution, subject culture, attitudes and beliefs, knowledge and skills, and assessment.

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Abstract: Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research

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1,747 citations

Cites background from "Teacher Pedagogical Beliefs: The Fi..."

...Making the distinction between beliefs and knowledge, Ertmer (2005) considers teacher pedagogical beliefs as the final frontier in our quest for technology integration because of the assumption that beliefs are far more influential than knowledge in predicting teacher behavior due to the stronger…...
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...Ertmer (2005) argued that the decision of whether and how to use technology for instruction ultimately depends on the teachers themselves and the beliefs they hold about technology....
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...Specifically, teachers’ beliefs may include their educational beliefs about teaching and learning (i.e., pedagogical beliefs), and their beliefs about technology (Ertmer, 2005; Windschitl & Sahl, 2002)....
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..., pedagogical beliefs), and their beliefs about technology (Ertmer, 2005; Windschitl & Sahl, 2002)....
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...For example, a novice teacher can observe a more knowledgeable colleague using technology in a content-specific area, a strategy that Ertmer (2005) referred to as vicarious experiences....
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Journal Article•DOI•

Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

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Peggy A. Ertmer¹, Anne Ottenbreit-Leftwich²•Institutions (2)

Purdue University¹, Indiana University²

01 Mar 2010-Journal of research on technology in education

TL;DR: In this article, the authors 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 technology resources as meaningful pedagogical tools?

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Abstract: 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 technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Keywords: teacher change, teacher knowledge, teacher beliefs, technology integration)

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1,618 citations

Cites background from "Teacher Pedagogical Beliefs: The Fi..."

...…they are reluctant to incorporate the same tools into the classroom for a variety of reasons including the lack of relevant knowledge (Lawless & Pellegrino, 2007), low self-efficacy (Mueller et al., 2008), and existing belief systems (Ertmer, 2005; Hew & Brush, 2007; Subramaniam, 2007)....
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...That is, initial professional development efforts might emphasize technology uses that directly align with teachers’ existing PCK knowledge (Ertmer, 2001) and that move teachers forward in small incremental steps (Snoeyink & Ertmer, 2001/2002)....
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...According to Elmore, Peterson, and McCarthy (cited in Ertmer, 2005), “Teachers’ practices are unlikely to change without some exposure to what teaching actually looks like when it’s being done differently” (p. 34)....
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...…we are convinced that when teachers are able to test new approaches in their classrooms and witness positive student responses, it is possible not only to influence, but also to actually change, beliefs and practice (Borko & Putnam; Brinkerhoff, 2006; Ertmer, 2005; Ringstaff & Yocam, 1994)....
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...• Working with knowledgeable peers (Ertmer, Ottenbreit-Leftwich, & York, 2006) • Providing access to suitable models (Albion, 1999; Ertmer, 2005) • Participating in a professional learning community (Putnam & Borko, 2000) • Situating professional development programs within the context of…...
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Journal Article•DOI•

Teacher beliefs and technology integration practices: A critical relationship

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Peggy A. Ertmer¹, Anne Ottenbreit-Leftwich², Olgun Sadik², Emine Şendurur³, Polat Şendurur³ - Show less +1 more•Institutions (3)

Purdue University¹, Indiana University², Middle East Technical University³

01 Sep 2012-Computer Education

TL;DR: This multiple case-study research was designed to revisit the question, ''How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?'' and suggest close alignment.

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Abstract: Early studies indicated that teachers' enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, ''How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?'' Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers' classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers' own beliefs and attitudes about the relevance of technology to students' learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers' attitudes and beliefs.

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1,465 citations

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References

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Book•

Self-Efficacy: The Exercise of Control

[...]

Albert Bandura¹•Institutions (1)

Stanford University¹

01 Jan 1997

TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".

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Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …

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46,839 citations

"Teacher Pedagogical Beliefs: The Fi..." refers methods in this paper

...The power of vicarious experiences for building teacher confidence and competence is supported by both the self-efficacy literature and the literature on technology professional development (Bandura, 1997; Downes, 1993; Handler, 1993)....
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...This idea is supported 32 TEACHER BELIEFS by the self-efficacy literature (e.g., Bandura, 1997; Schunk, 2000), which highlights the importance of building a teacher's confidence through successful experiences with small instructional changes before attempting larger changes....
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Journal Article•DOI•

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

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M. F. Pajares¹•Institutions (1)

Florida College¹

01 Feb 1992-Review of Educational Research

TL;DR: The authors examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, and explores the nature of belief structures as outlined by key researchers.

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Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

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8,257 citations

"Teacher Pedagogical Beliefs: The Fi..." refers background in this paper

...This property makes belief systems more inflexible and less dynamic than knowledge systems (Pajares, 1992), making the prospect of trying to promote change in teachers' beliefs utterly daunting....
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...Despite the difficulties related to sorting out this "messy construct," Pajares (1992) proposed that, "All teachers hold beliefs, however defined and labeled, about their work, their students, their subject matter, and their roles and responsibilities .. .." (p. 314)....
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...Although beliefs are not readily changed, this does not mean that they never change (Nespor, 1987; Pajares, 1992)....
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...In general, stronger beliefs are those that are more central to an individual's identify (Rokeach, 1968), quite possibly because they were established during earlier experiences and, thus, were used in the processing of subsequent experiences (Pajares, 1992)....
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...Given these distinctions, Nespor and others (Griffin & OhIsson, 2001; Kagan, 1992; Pajares, 1992) have concluded that beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems....
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Journal Article•DOI•

Accommodation of a scientific conception: Toward a theory of conceptual change

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George J. Posner¹, Kenneth A. Strike¹, Peter W. Hewson¹, William A. Gertzog¹•Institutions (1)

Cornell University¹

01 Apr 1982-Science Education

TL;DR: In this paper, a general model of conceptual change is proposed, which is largely derived from current philosophy of science, but which they believe can illuminate * This model is partly based on a paper entitled "Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.

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Abstract: It has become a commonplace belief that learning is the result of the interaction between what the student is taught and his current ideas or concepts.’ This is by no means a new view of learning. Its roots can be traced back to early Gestalt psychologists. However, Piaget’s (1929, 1930) early studies of children’s explanations of natural phenomena and his more recent studies of causality (Piaget, 1974) have perhaps had the greatest impact on the study of the interpretive frameworks students bring to learning situations. This research has led to the widespread study of students’ scientific misconceptions.2 From these studies and, particularly, from recent work by researchers such as Viennot ( 1979) and Driver (1 973), we have developed a more detailed understanding of some of these misconceptions and, more importantly, why they are so “highly robust” and typically outlive teaching which contradicts them (Viennot, 1979, p. 205). But identifying misconceptions or, more broadly speaking, “alternative frameworks” (Driver & Easley, 1978), and understanding some reasons for their persistence, falls short of developing a reasonable view of how a student’s current ideas interact with new, incompatible ideas. Although Piaget (1974) developed one such theory, there appears to be a need for work which focuses “more on the actual content of the pupil’s ideas and less on the supposed underlying logical structures” (Driver & Easley, 1978, p. 76). Several research studies have been performed (Nussbaum, 1979; Nussbaum & Novak, 1976; Driver, 1973; Erickson, 1979) which have investigated “the substance of the actual beliefs and concepts held by children” (Erickson, 1979, p. 221). However, there has been no well-articulated theory explaining or describing the substantive dimensions of the process by which people’s central, organizing concepts change from one set of concepts to another set, incompatible with the first. We believe that a major source of hypotheses concerning this issue is contemporary philosophy of science, since a central question of recent philosophy of science is how concepts change under the impact of new ideas or new information. In this article we first sketch a general model of conceptual change which is largely derived from current philosophy of science, but which we believe can illuminate * This article is partly based on a paper entitled “Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.

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5,052 citations

"Teacher Pedagogical Beliefs: The Fi..." refers background in this paper

...Posner, Strike, Hewson, and Gertzog (1982) noted that, in order for beliefs to change, individuals must be dissatisfied with their existing beliefs....
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Journal Article•DOI•

What Makes Professional Development Effective? Results From a National Sample of Teachers

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Michael S. Garet, Andrew C. Porter, Laura M. Desimone, Beatrice Birman, Kwang Suk Yoon - Show less +1 more

01 Jan 2001-American Educational Research Journal

TL;DR: The authors used a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning, and found that content knowledge, opportunities for active learning and coherence with other learning activities significantly affect teacher learning.

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Abstract: This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers’ learning. Results, based on ordinary least squares regression, indicate three core features of professional development activities that have significant, positive effects on teachers’ self-reported increases in knowledge and skills and changes in classroom practice: (a) focus on content knowledge; (b) opportunities for active learning; and (c) coherence with other learning activities. It is primarily through these core features that the following structural features significantly affect teacher learning: (a) the form of the activity (e.g., workshop vs. study group); (b) collective participation of teachers from the same school, grade, or subject; and (c) the duration of the activity.

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4,964 citations

"Teacher Pedagogical Beliefs: The Fi..." refers background or methods in this paper

...Furthermore, knowing how to facilitate and support these types of changes is much less familiar to staff developers who typically have been concerned with facilitating firstorder change ( Garet, Porter, Desimone, Birman, & Yoon, 2001 )....
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...This same sentiment has been expressed in recent professional development literature (e.g., Garet et al., 2001; Howard, McGee, Schwartz, & Purcell, 2000; Putnam & Borko, 2000), including that related to technology development (Niederhauser & Stoddart, 2001; Pedersen & Liu, 2003; Windschitl, 2002; Windschitl & Sahl, 2002)....
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...This same sentiment has been expressed in recent professional development literature (e.g., Garet et al., 2001; Howard, McGee, Schwartz, & Purcell, 2000; Putnam & Borko, 2000), including that related to technology development (Niederhauser & Stoddart, 2001; Pedersen & Liu, 2003; Windschitl, 2002;…...
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