A Model for Teacher Epistemic Beliefs in the Integration of Educational Technology
Tuesday, March 7 5:30 PM-7:00 PM Location: Capitol Ballroom D & E
Abstract: Teacher beliefs about the nature of teaching and learning, also known as epistemic beliefs, help teachers define the teaching task and how they approach classroom instruction. The purpose of this study included the development of a model to explore the relationship between teacher epistemic beliefs, teacher-perceived barriers in the integration of educational technology, and the use of technology in instruction. Structural equation modeling was used to determine model fit.