Several studies have reported second-order variables such as teacher attitudes and self-efficacy beliefs as barriers to effective technology integration in the classroom. Research on the influence of teacher pedagogical beliefs (traditional beliefs, constructivist beliefs) on Information and Communication Technology (ICT) integration in a science classroom is limited. Hence, this study explored the relationship between Life sciences teachers’ pedagogical beliefs and ICT integration in practice. This report is extracted from extensive explanatory mixed-method research to clarify the relationship and close the
knowledge gap. A Teacher Pedagogical Belief Survey (TPBS) was administered to determine teachers’ pedagogical beliefs, followed by Lesson observations to determine how the same teachers’ pedagogical beliefs translate into ICT integration. The findings suggested a strong relationship between teacher pedagogical beliefs and ICT integration. The results also concur with earlier research that teachers integrate technology in ways that align with their beliefs.

Authors: Rumbidzai Ncube, Umesh Ramnarain

Published in: Ireland International Conference on Education (IICE-2023)

• Date of Conference: 11-13 April 2023
• DOI: 10.20533/IICE.2023.0043
• ISBN: 978-1-913572-51-8
• Conference Location: Dún Laoghaire, Ireland