Changing Teacher's Pedagogical Beliefs is the Last Frontier in Successful Technology Integration

Ertmer, Peggy. Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for
Technology Integration? ETR&D, Vol. 53 No. 4, 2005, pg. 25-39 ISSN 1042-1629

This article tries to explain why is high level use of technology in the classroom is still surprisingly low even though major improvements have been made for better access, preparation, and freedom in the curriculum in schools throughout the U.S in grades K-12.
This question is relevant as a lot of resources and money have been poured into providing technology in public schools throughout the U.S. in the last few decades. While access and usage of technology have increased across the board, studies show that relatively few teachers are competent in higher-level applications. While many teacher know how to do websearch and send email, fewer teachers know how to use high tech tools such as spreadsheets, presentation software, or digital imaging. While many schools provide low level use of technology in the classroom such as expressing themselves in writing, improving computer skills, research using the internet, and providing computer time as a reward, very few classrooms employ high level use of technology in the classroom that supports student-centered constructivist practices. Ertmer also points out that


Ertmer tries to explain that we need to explore teacher's pedagogical