 to investigate Physics teachers’ beliefs in Cyprus about the use

of technology in the classroom

 to illuminate how their choices of ICT resources might be

influenced by their beliefs about technology and the nature
of Physics teaching

 to identify a range of constraints regarding the use of ICT in

practice and present how these constraints might barrier
the actual use of ICT tools in Physics teaching

 to demonstrate educational issues relevant to the use of

technology and teachers’ beliefs of science and its teaching
How Physics teachers view the use of ICT and how teachers’ beliefs influence
teaching and learning with ICT?
•How contextual constraints interact with teachers’ beliefs and the use of ICT?

Following these questions, teacher training and ministerial support are investigated
in terms of how and to what extend take teachers’ beliefs into account.

The study examines Physics teachers’ beliefs working in upper

secondary education level in Cyprus named Eniaio Likeio.
 CYPRUS
EDUCATIONAL
SYSTEM

Secondary
Pre-Primary
Primary Education (Lower-Upper)
Education
Education

Higher Education
Charalambous and Karagiorgi (2002) indicate the role of the teacher as critical
due to the fact that the teacher encompasses a particular dynamic, which supports
either the failure or success of new information and communication technologies
(ICT).

According to Calderhead (1996) beliefs refer to suppositions, commitments and

ideologies.

In this perspective, Physics teachers might have attended available teacher
training sessions and acquire knowledge and skills for using ICT but still not take
advantage of it as they might believe something different. This indicates the
strong correlation between knowledge and beliefs, which are both influential
elements regarding classroom practice.
Pajares (1992) - Belief ‘speaks to an individual’s judgment of the truth or falsity of a
proposition, a judgment that can only be inferred from a collective
understanding of what human beings say, intend and do.’ (p. 316).

Becker (2001) – Constructivistic teaching beliefs promote computer use in

education.

Levin and Wadmany (2006) - Teachers’ educational beliefs filter their decisions and
determine classroom practice.
 Investigative semi-structured interviews.

 Participants: Ten Physics teachers working in

Upper Secondary Education.
 Theme 1
ICT as a supporting tool for students’ engagement
and further investigations.

 Theme 2
Interaction between teachers’ beliefs about the
use of ICT and constraints.
 Investigative work is expected to further students’
engagement. Teachers have expressed the belief that
the use of ICT will improve investigative work especially
while working in the laboratory.

Additionally, the students will have the chance to work

individually. Teachers are expected to guide and support
students and this will promote constructivistic teaching.
 Teachers’ Belief ICT might act as a constructive
agent regarding the promotion of constructivistic
teaching.

 Teachers’ Belief There is no organised plan for the

successful implementation of ICT tools and
promotion of constructivistic teaching.

 Teachers’ Belief Use of ICT tools is limited due

to a range of constraints.
 Teachers’ Belief: Practical activities are the
essence of Physics Teaching
Available time is limited

Practical investigations are not rich enough

Teachers’ Belief:

The use of ICT might overcome the limited time and allow
teachers and students to explore in-depth several topics
while investigating specific experimental activities.
 Teachers were really critical about the constraints
as they feel that their achievements as
professionals are obstructed not only regarding
the practice of ICT in their teaching but also
generally in the school context

◦ Heavy curriculum
◦ Test-centered teaching and learning process
◦ Inadequate equipment
◦ Poor teacher training with no plan
 Poor understanding of Physics teachers’ beliefs
 No definite goals and prior preparation regarding teacher training
schemes.
 Incompetent teachers

No actual practice of Teaching and Learning with ICT.

 Becker, H. J. (2001). ‘How are teachers using computers in instruction?’. In Paper
presented at the annual meeting of the American educational researchers association,
Seattle. Available at: http://crito.gsm.uci.edu/tlc (Accessed: 25 Nov 2009).
 Calderhead, J. (1996). ‘Teachers: Beliefs and knowledge’. In D. C. Berliner & R. C.
 Charalambous, K., Karagiorgi, Y. (2002). ‘Information and Communications
Technology In-service Training for Teachers: Cyprus in perspective’. Technology,
Pedagogy and Education, 11 (2), 197 – 215 SwetsWise Publication [Online]. Available
at: http://www.swetswise.com (Accessed: 07 February 2009).
 Levin, T., Wadmany, R. (2006). ‘Teachers’ Beliefs and Practices in Technology-based
Classrooms: A Developmental View’. Journal of Research on Technology in Education,
39 (2), 157-181 EBSCOHOST Research Databases [Online]. Available at:
http://web.ebscohost.com (Accessed: 15 Dec 2007).
 Pajares, M. F. (1992). ‘Teachers’ Beliefs and Educational Research: Cleaning Up a
Messy Construct’. Review of Educational Research, 62, 307 – 332.
 Tasouris, C. (2009). Investigating Physics teachers'
beliefs about the use of ICT in Cyprus. Educate~
[Online], 9(3). Available from:
http://www.educatejournal.org/

 Archive: Kaleidoscope Special Issue December 209