DOI: 10.4018/IJICTE.2019100108 International Journal of Information and Communication Technology Education Volume 15 • Issue 4 • October-December 2019 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 113 Improving Teachers’ Understanding of Theoretical Foundations of Technology Use: Connecting Theories With Technology Dazhi Yang, Boise State University, USA Shannon Skelcher, Boise State University, USA ABSTRACT Situated in a theoretical foundations of educational technology course, this study explored how practicing teachers who had not previously taken any formal learning theories courses connected theories with the use of technology. It examined the mindset of teachers after their learning and exposure to learning theories and relevant school of thoughts for a sustained period of time. Results show that teachers showed an appreciation for theories and an awareness for the need of theories in guiding technology use. Teachers also connected theories with technology use. The learning of theories equipped teachers with theoretical guidance and justifications for the use of technology. The participating teachers were also able to evaluate pedagogical approaches toward the use of technology based on their learning. The study addressed the importance of theoretical understanding towards the use of technology and has implications for policies and practice regarding teacher education and professional development regarding the use of educational technology. KEyWoRdS Professional Development, Teacher Preparation, Technology Integration, Theoretical Foundation of Technology Use, Theories and Practice INTRodUCTIoN Teachers’ understanding and perception of the role of theories in technology integration are critical for choosing and adopting technology in classrooms (Ennis-Cole, 2004). Despite many discussions and research efforts on the transformative use of technology in teaching during the last decade (Selwyn, 2016) the lack of theoretical understanding of the use of technology is prevalent for teachers. Teachers have access to technology (Purcell, Heaps, Buchanan, & Fredrich, 2013) and most teachers feel adequately trained to search the Internet for information and operate technology (National Education Association, 2008). However, having technology in the classroom