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Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

An Erratum to this article was published on 27 September 2016

Abstract

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training.

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Correspondence to Jo Tondeur.

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An erratum to this article is available at http://dx.doi.org/10.1007/s11423-016-9492-z.

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Tondeur, J., van Braak, J., Ertmer, P.A. et al. Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Education Tech Research Dev 65, 555–575 (2017). https://doi.org/10.1007/s11423-016-9481-2

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Keywords

  • Pedagogical beliefs
  • Technology use
  • Systematic review
  • Qualitative evidence
  • Meta-aggregation