Abstract
The present study examined the attitudes, beliefs, and expectancies held by 12 teachers in a middle-class public school district located near a major southeastern university. It tested the hypothesis that experienced teachers’ attitudes and beliefs about the school learning environment and their expectancies and values about learning to integrate computers into their teaching can be affected through a series of three graduate technology courses. Findings indicate that the task of changing teacher attitudes about the school learning environment may be more difficult than researchers and educational reformers have presumed.
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