A Beginning Model to Understand Teacher Epistemic Beliefs in the Integration of Educational Technology
Poster/Demo
ID: 49050
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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