International Journal of Educational Technology Teachers' beliefs about using educational technology in the science classroom Charlene M. Czerniak, The University of Toledo; Andrew T. Lumpe, Southern Illinois University at Carbondale; Jodi J. Haney, Bowling Green State University; Judy Beck, University of Wisconsin at LaCrosse Abstract Current science education reform documents include educational technology as a key idea in school science programs. Teachers' beliefs about curriculum and instruction may play an important role in the implementation of reforms. In this study, we sought to examine the influence of K-12 teachers' beliefs on their intent to use educational technology in their classrooms. The Theory of Planned Behavior was used to examine the influences of K-12 teachers' attitudes, subjective norm (social support), and perceived behavioral control (external influences). Specific suggestions for addressing teachers' beliefs about using educational technology and staff development ideas are offered. Introduction Currently, two major national projects are underway in the United States that are designed to restructure science education and develop scientific literacy. The National Science Education Standards (NRC, 1996) and Project 2061: Science for All Americans (Rutherford & Ahlgren, 1989), while developed parallel to each other, have common goals and recommendations. The BSCS group (1994) summarized ten common reform strands into a questionnaire about reform, and additional reform ideas gleaned from The National Science Education Standards and Project 2061 led us to conclude that common reform topics are: constructivism, learning styles, thematic approach, classroom management, assessment and evaluation, equity, STS, educational technology, science subject matter, cooperative learning, hands-on/minds-on, and the nature of science. During the last decade, considerable time and effort has gone into to developing and implementing these suggested science education reforms. However, many of these reform reports have ignored beliefs of classroom teachers. Studies warn of the inherent problems associated with ignoring classroom teachers' beliefs about reform. For example, the Rand Change Agent Study found that effective change and program implementation depended more upon local factors than federal program guidelines or other "top down" methods (McLaughlin, 1990). Cuban (1990) suggests that reforms return again and again because policy makers ignore logical factors required to make change including individual's beliefs. Bybee (1993), in reflecting upon restructuring science education, emphasized that the classroom teacher is the decisive component in reforming science