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The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and typical approaches to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused both on teachers’ traditional or constructivist beliefs about education and on different types of computer use: “computers as an information tool”, “computers as a learning tool” and “basic computer skills”. Cluster analysis resulted in four distinct teacher profiles, reflecting relatively homogeneous scale scores, based on varying levels of traditional and constructivist beliefs teachers hold about education. Overall results indicate that teachers with relatively strong constructivist beliefs who also have strong traditional beliefs report a higher frequency of computer use. In addition, results point to a specific relationship between teachers’ beliefs profiles and how computers are used in the classroom. Implications for the role of educational beliefs in supporting teachers to integrate ICT in the classroom are discussed.
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Artical analysis m hein
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“ Social Studies
Instruction: Changing Teacher Confidence in Classrooms Enhanced by Technology” By: Michael Shriner, Daniel A. Clark, Melissa Nail, Bethanne M. Schlee, and Rebecca Libler Analysis by: Milton Hein
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