Why do teachers not practice what they believe regarding technology integration?

Chao-Hsiu Chen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

156 Scopus citations


Research findings indicate that teachers' beliefs play an important role in their deciding how they will integrate technology into the classroom. The author used qualitative research methods to explore the relations between teachers' pedagogical beliefs and technology integration. Participants were 12 Taiwanese high school teachers, and findings indicated inconsistency between the teachers' expressed beliefs and their practices. The author categorized the reasons for the inconsistency into 3 interrelated aspects: (a) the influence of external factors, (b) teachers' limited or improper theoretical understanding, and (c) teachers' other conflicting beliefs. The author presents suggestions for school settings, professional development, and future research.

Original languageEnglish
Pages (from-to)65-75
Number of pages11
JournalJournal of Educational Research
Issue number1
StatePublished - 1 Sep 2008


  • Constructivist instruction
  • Teacher belief
  • Technology integration

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