Abstract:
The so-called computer revolution in schools never took place as expected. Teachers' instructional
beliefs are to a certain extent responsible for such a disappointment because a significant number
of teachers do not support the principle that technology is a powerful tool for teaching and
learning as recommended in current curriculum guidelines. Teachers' instructional beliefs act as a
filter through which teachers make instructional decisions in class rather than relying on their own
pedagogical knowledge or curriculum guidelines. It is indispensable that teachers' instructional
beliefs match principles underlying current constructivist reform, particularly in regard to
incorporating technology in the classroom, so that effective educational change can take place.
