This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
Y. Baek , J. Jung and B Kim . (2008) What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1): 224–234.
H Basturkmen . (2012) Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2): 282–295.
S Campbell . (2006) Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication Education, 55(3): 280–294.
A. Derakhshan and H Khodabakhshzadeh . (2011) Why CALL why not MALL: An in-depth review of text-message vocabulary learning. Theory and Practice in Language Studies, 1(9): 1150–1159.
P. A Ertmer . (1999) Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4): 47–61.
P. A Ertmer . (2005) Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4): 25–39.
D.S. Niederhauser and S Perkmen . (2010) Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behaviour, 26(3): 436–442.
A. T. Ottenbreit-Leftwich , K. D. Glazewski , T. J. Newby and P. A Ertmer . (2010) Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55: 1321–1335.
M. F Pajares . (1992) Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3): 307–332.
S. Phipps and S Borg . (2009) Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3): 380390.
E Smeets . (2004) Does ICT contribute to powerful learning environments in primary education? Computer & Education, 44: 343–355.
H. H Tillema . (1994) Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers. Teaching and Teacher Education, 10(6): 601–615.