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Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

Resource type
Journal Article
Authors/contributors
Title
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence
Abstract
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 approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.
Publication
Educational Technology Research and Development
Volume
65
Issue
3
Pages
555-575
Date
6/2017
Journal Abbr
Education Tech Research Dev
Language
en
ISSN
1042-1629, 1556-6501
Short Title
Understanding the relationship between teachers’ pedagogical beliefs and technology use in education
Accessed
29/05/2021, 17:56
Library Catalog
DOI.org (Crossref)
Citation
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2