This review was designed to further our understanding of the link between teachers' pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative…

In this paper we describe the criteria of "Technology I, II, and III," which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a "technological gravity" that pulls practitioners away…