Teachers’ beliefs and practices in technology-based classrooms: A developmental view

Tamar Levin, Rivka Wadmany

Research output: Contribution to journalArticlepeer-review

104 Scopus citations


This paper reports on an exploratory, longitudinal study that analyzes and interprets the evolution of teachers’ beliefs regarding learning, teaching, and technology, and their instructional practices, in the context of integrating technology-based information-rich tasks in six 4th—6th grade classrooms. The study used multiple research tools, interviews, questionnaires and observations, focusing on both teachers’ beliefs and classroom practices. The findings reveal that following multi-year experiences in technology-based classrooms, teachers’ educational beliefs had changed quite substantively, demonstrating multiple views rather than pure beliefs. The study argues that teachers’ beliefs form a mosaic of complementary visions, even conflicting ones. It also shows that it is easier to change classroom practices than educational beliefs.

Original languageEnglish
Pages (from-to)157-181
Number of pages25
JournalJournal of Research on Technology in Education
Issue number2
StatePublished - 2006


  • Information-rich tasks
  • Multiple beliefs
  • Teacher beliefs
  • Teacher cognition
  • Technology integration


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