Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice

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Ertmer, P., Ross, E. & Gopalakrishnan, S. (2000). Technology-Using Teachers: How Powerful Visions and Student-Centered Beliefs Fuel Exemplary Practice. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 1519-1524). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/8949.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2000
2000
ISBN 1-880094-37-1
  Dee Anna Willis, Jerry Price & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Peggy Ertmer, Eva Ross, Sangeetha Gopalakrishnan, Purdue University, USA

Abstract

This research examined the pedagogical beliefs and classroom practices of seventeen exemplary technology-using teachers. Open-ended questionnaire, interview, and observation data were collected and analyzed to identify the beliefs and practices that were common, as well as distinct, across teachers. Findings suggest that teachers' exemplary technology practices were guided by strong pedagogical visions which were rooted in their beliefs about student-centered classrooms. Teachers' primary reasons for using technology related, not to extrinsic rewards, but to the many ways in which students benefited.

Keywords

• Classrooms
• Teachers

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