| he purpose of this qualitative study was to examine the decisions three teachers made to integrate technology in technology-rich elementary classrooms. An additional purpose of this study was to understand how the teachers' beliefs about technology and their knowledge of content, pedagogy, technology, and learners influenced the decisions they made during planning for technology integration. Guiding the study was a conceptual framework that suggests that both teachers' beliefs about their technology and their knowledge of learners influence teacher decision-making during planning. Teacher beliefs are defined as the attitudes teachers have about teaching and learning (Pajares, 1992). Teacher knowledge is represented through the Technological Pedagogical Content Knowledge (TPCK) framework (Mishra & Koehler, 2006) situated within knowledge of learners. When teachers are thinking within the TPCK framework, they are concurrently considering what they know about technology, pedagogy, and content as they are making decisions about instruction. A multiple case study approach with within-case and cross- case analysis was used. Three teachers who were each awarded... |
