Teachers’ beliefs and their influence on technology adoption.

This study examines the specific relationship between the enactment of teachers’ beliefs through their lesson planning and their verbalized or espoused beliefs about teaching and learning with technology. It is proposed that teachers’ beliefs about teaching and learning has a significant role in teachers’ planning, particularly in the decision making around and creativity invested in using technology. Very little research has been conducted in this area and certainly none with a focus on lesson preparation which is argued to be an important contributor to successful teaching practices. This paper outlines the theoretical framework of espoused and enacted beliefs and how it is being used in an ongoing study to better understand the complex reasons surrounding technology adoption and use by teachers.

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