Teachers' Beliefs, Plans, and Decisions About Computer-Based Instruction

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Abstract
Case studies of four special education teachers who used computers were conducted to describe their beliefs and knowledge about computers, their planning and decision-making processes, and patterns of computer use in their classrooms. Particular attention was given to ways in which computers were integrated with teachers' normal routines and to the unique issues and problems that computers presented. For the most part, teachers adapted computers to meet their overall educational goals and to fit into their normal routines for classroom management, instruction, and planning. However, the computer was also a unique innovation that differed from traditional methods. Teachers' beliefs and attitudes about computers, especially their emphasis on the motivational benefits of computers, strongly influenced how computers were used. Computers also presented unique problems for teachers in planning instructional activities and monitoring student performance.