Abstract
The aim of this study is to determine the influence of pedagogical beliefs on non university teachers’ technological resources use because both constructs contribute to ICT integration. A quantitative correlational study was conducted with a sample of 1002 Primary and Secondary Education teachers. The results show that the designed model relates the constructivist conception, and not the traditional one, to technological resources use with students in the classroom. Likewise, personal-professional use is a predictor of such use. Therefore, teachers plan technological resources use for teaching from a constructivist conception and then integrate them into the classroom.
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