Examining technology acceptance by school teachers: a longitudinal study
Information and Management
Does ICT contribute to powerful learning environments in primary education?
Computers & Education
Understanding the relationship between ICT and education means exploring innovation and change
Education and Information Technologies
The use of computers in Brazilian primary and secondary schools
Computers & Education
Training with ICT for ICT from the trainee's perspective. A local ICT teacher training experience
Education and Information Technologies
Laptops in the K-12 classrooms: Exploring factors impacting instructional use
Computers & Education
Factors related to pedagogical beliefs of teachers and technology integration
Computers & Education
Teachers' acceptance and use of an educational portal
Computers & Education
Teacher beliefs and technology integration practices: A critical relationship
Computers & Education
A path model for technology integration into elementary school settings in Turkey
Computers & Education
Developing a typology of teacher beliefs and practices concerning classroom use of ICT
Computers & Education
Digital educational game value hierarchy from a learners' perspective
Computers in Human Behavior
Institutionalised ICT use in primary education: A multilevel analysis
Computers & Education
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For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers' educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N=525). For measuring primary teachers' use of computers to support the leaching or learning process a modified version of the 'Class Use of Computers' scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.