Who Am I? The Influence of Teacher Beliefs on Instructional Technology Incorporation
Abstract
The authors explored the barriers to faculty members' incorporation of technology into their classrooms. Faculty members' beliefs toward teaching were examined to determine whether their intrinsic beliefs or extrinsic resources are the main influences on the level and extent of their instructional technology incorporation. The authors speculate that the more influential barriers inhibiting incorporation are intrinsic, and that beliefs about teaching must be examined, discussed, and possibly changed before addressing extrinsic barriers effectively.
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