Ample research exists on barriers to the use of computers as a form of information and communication technologies (ICTs) in teaching. The most common barrier reported to prevent teachers from using computers in teaching is the lack of resources. However when resources are available, ICTs are still often not effectively integrated into teaching. This study explored how teacher beliefs relate to the use of ICTs for three purposefully selected teachers of Natural Sciences in a public school well resourced for ICT. This study, therefore, considered under-explored intrinsic factors that contribute to ICT usage in a technology-rich context. The theoretical framework for this study merged the Hew and Brush model with the Vickers Framework which shows the relationships among various factors, including beliefs about the pedagogical use of technology, that affect the use of ICTs in teaching and learning. A qualitative, multiple case study approach was used and data were collected using questionnaires, lesson observations and semi-structured interviews. The lesson observations and interviews were recorded and transcribed in full. The analysis of data involved coding and thematic categorisation for each case and across cases. The findings suggest that within a technology-rich context, extrinsic factors play a minor role whereas the intrinsic factor, namely beliefs, plays a major role in teachers’ ways of using ICTs in science teaching. Beliefs emerge and are influenced by three factors, namely, value judgement, reality judgement and action judgement. Value judgements, such as those based on the beliefs about the important role of the teacher and beliefs about the nature of teaching, have the largest influence on the way teachers use ICTs in the classroom, while reality judgements and action judgements are also influential to an extent. The study recommends that ICT use in schooling still needs consistent support in cultivating positive ICT-related teacher beliefs and that further research on intrinsic barriers encountered in technology-rich contexts is required.

中文翻译：

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自然科学教师的信念是在技术丰富的背景下整合ICT的障碍

关于在教学中使用计算机作为信息和通信技术（ICT）形式的障碍存在大量研究。据报告，阻止教师在教学中使用计算机的最常见障碍是缺乏资源。但是，如果有资源可用，信息通信技术通常仍无法有效地整合到教学中。这项研究探讨了在一所公立学校中，信息和通讯技术资源充足的情况下，三位故意挑选的自然科学教师的教师信念与信息通信技术的使用之间的关系。因此，本研究考虑了在技术丰富的背景下导致ICT使用的未充分研究的内在因素。这项研究的理论框架将Hew and Brush模型与Vickers框架合并在一起，该框架展示了各种因素之间的关系，包括对技术的教学使用的信念，影响在教学中使用信息通信技术的情况。采用了定性，多案例研究的方法，并通过问卷，课程观察和半结构化访谈收集了数据。记录课程观察和访谈内容并完整记录。数据分析涉及每个案例以及跨案例的编码和主题分类。研究结果表明，在技术含量高的环境中，外在因素起次要作用，而内在因素（即信念）在教师在科学教学中使用ICT的方式中起主要作用。信念产生并受到三个因素的影响，即价值判断，现实判断和行动判断。价值判断，例如基于对教师的重要角色的信念和对教学性质的信念的判断，对教师在课堂上使用ICT的方式的影响最大，而现实判断和行动判断在一定程度上也有影响。该研究建议，在学校中使用ICT仍需要一贯的支持，以培养与ICT相关的积极教师信念，并且需要对在技术丰富的环境中遇到的内在障碍进行进一步的研究。