Traditional teacher beliefs negatively predict primary teachers' classroom use of computers¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Teachers' traditional (teacher-centred) beliefs have a significant negative effect on classroom use of computers. → Hermans 2008
Evidence¶
Hermans 2008¶
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499–1509. https://doi.org/10.1016/j.compedu.2008.02.001
q3 · i? · associational · r3
Same multilevel Model 3 analysis of 525 Flemish primary teachers: traditional beliefs showed a significant negative association with classroom computer use (χ² = 7.36, p < 0.05). The article prints no standardised effect size for this contrast.
"By contrast, traditional beliefs were found to have a negative impact ( v2 = 7.36, d f =1 , p < 0.05)."
Discussion¶
Related Claims¶
- Constructivist teacher beliefs positively predict primary teachers' classroom use of computers — related
- Teacher characteristics (computer attitudes, innovativeness, intensity of use) significantly predict classroom ICT use alongside policy factors — related
- School-level ICT policy factors (ICT plan, support, training) are significantly associated with teachers' classroom use of ICT in Flemish primary schools — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-30 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.