Wednesday, March 23
5:30 PM-7:00 PM
EDT
Harborside Center

A Beginning Model to Understand Teacher Epistemic Beliefs in the Integration of Educational Technology

Poster/Demo ID: 49050
  1. Rodney Greer
    Auburn University
  2. Jennifer Koran
    Southern Illinois University
  3. Lyle White
    Southern Illinois University

Abstract: Teacher beliefs about the nature of the teaching and learning process help teachers define the teaching task, and thus frame how they teach. The purpose of this study included the development of a model to explore the relationship between teacher epistemic beliefs, perceived obstacles in the use of educational technology, and the integration of technology in classroom instruction. Structural equation modeling was used to determine whether epistemic beliefs have a direct effect on teachers’ implementation of educational technology.

Presider: Mehmet Ali Ozer, New Mexico State University

Topics

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