Educational theories regarding learning and teaching serve as the foundation for sound pedagogy. The sheer number of educational theories that have been developed and researched are a testament to how important beliefs are to classroom practice. However, long held, traditional views about learning as the acquisition of knowledge are counterintuitive to 21st century learning and serve as a major barrier to effective technological integration. (Ertmer & Ottenbreit-Leftwich, 2013). These traditional practices are focused on fact retention, where the amount of information retained by students is seen as a measure of capability and knowledge. There are still educators who staunchly champion practices such as test taking, textbook learning, and worksheets. However, the Internet and technology have heralded a new era in which facts are easily accessed through multiple modes within minutes. This requires a significant shift in the role of the teacher. Teachers can no longer continue to deal in fact-based learning. Rather, teachers need to help students develop skills for analyzing information and presenting their learning in various ways.
In this new educational environment, effective integration of technology on a school wide or district wide basis requires positive change to practice, development of self efficacy, practical teacher confidence, and addresses the importance of the school culture while being developed. Ertmer (2005), taken from Bleakley and Mangin (2013) suggests that beliefs are not changed through argument or reason but are shaped by experience. We cannot undervalue the beliefs of teachers as they dictate the practice of teachers (Ertmer, 2005; Etmer & Ottenbreit-Leftwich, 2010, 2013; Scrimshaw, 2004). Beliefs about how students should learn and behave have the greatest impact on the educational environment that a teacher can control. When teachers’ beliefs are challenged, best practice follows (Ertmer 2005; Etmer & Ottenbreit-Leftwich, 2010; Levin & Wadmany, 2008). Therefore, one of the most significant areas of concern to address when looking at whole school integration of technology is teacher attitudes and beliefs. Teachers must challenge their existing beliefs through technological experiences in order to build confidence when using technology. Moreover, this shift in teacher’s beliefs includes the need to encourage students to learn with technology. At the same time, management and school administrators must make concentrated efforts to develop a supportive school culture.