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From critical thinking to argument a portable guide pdf

Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology practices, often did not align with their from critical thinking to argument a portable guide pdf beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?

Follow-up interviews were conducted to examine the correspondence between teachers’ classroom practices and their pedagogical beliefs. Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers’ own beliefs and attitudes about the relevance of technology to students’ learning were perceived as having the biggest impact on their success. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers’ attitudes and beliefs. We examined alignment of beliefs and practices among 12 technology-using teachers. Practices and beliefs aligned for 11 of 12 technology-using teachers.

Beliefs and practices did not align for 1 teacher, possibly due to resource barriers. Check if you have access through your login credentials or your institution. Enjoy proficient essay writing and custom writing services provided by professional academic writers. We value excellent academic writing and strive to provide outstanding essay writing services each and every time you place an order.

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