Assessing Teachers’ Context Beliefs about Technology Use

Abstract

The purpose of this study was to develop an instrument designed to assess teachers’ context beliefs about using technology in the classroom. The study involved teachers participating in a professional development program focused on the integration of technology with principles of engaged learning. Based on Ford’s (1992) Motivation Systems Theory, items for the Beliefs About Teaching with Technology (BATT) instrument were developed and tested. Validity was partially confirmed through factor analysis and by correlating BATT scores with teachers’ self-efficacy beliefs as measured by the Microcomputer Utilization in Teaching Efficacy Belief Instrument (MUTEBI). In addition, teachers’ context and self-efficacy belief were significant predictors of teachers’ reported use of technology-related engaged learning practices. It was concluded that in the realm of technology school reform efforts, the assessment of context and self-efficacy beliefs is important so that teachers’ belief patterns can serve as a needs assessment and program evaluation tools.