Integration of Technology into Classrooms: Role of Knowledge and Teacher Beliefs

Abstract

One of the most promising recent advancements in education has been the extensive inclusion of technology. Educational technology focuses profoundly on how to encourage teachers to integrate technology in the curriculum; however, teachers do not often apply technology as it should be according to its affordability. Two of the teachers' reasons for not using technology in the class are typically related to their beliefs and knowledge. The aim of the present review was to understand the relationship between teachers' pedagogical beliefs and knowledge with the integration of technology to improve technology use in education. We developed a model to support the integration of technology and students in classrooms by focusing on teachers' pedagogical beliefs and knowledge. According to this study, the roles of teachers are facilitating students in acquiring technology-related knowledge, motivating them for using technology, and creating situation where students should integrate technology in learning. © Springer International Publishing Switzerland 2014.