סתירות בתפיסות של מורים: החסם הסמוי בהטמעת טכנולוגיות המחשב

The article exposes contradictions in teachers' perceptions with regard to the place of the computer in education. It examines the perceptions of forty-seven teachers who have been utilizing computers in their classrooms for several years. The research tool was a four-part questionnaire, and the data were processed using a number of tools. Most of the teachers expressed positive attitudes concerning the importance of computer technologies not only for fostering teaching and learning, but also for their professional advancement. In parallel, it was found that most of the teachers believed that meaningful learning could be achieved without having to resort to computer technologies. They further claimed that by and large, the computer applications they included in their teaching were basic ones, and that they hardly used advanced applications. This claim, alongside their partial use of computer technologies, exposes the existence of an entrenched perception that contradicts their declared attitude, and demonstrates that the teachers do not believe in the pedagogical advantages of utilizing computer technologies. The teachers' contradictory perceptions obstruct the process of change in thinking that is required for the purpose of the full integration of computer technologies into the field of education.