Conception of Teachers´ Beliefs about Teaching with ICT and the Status in Nanjing

We seek to give a comprehensive conception of teachers´ beliefs about teaching with technology and measure the status in Nanjing. Belief about teaching with technology is regarded as the composition of pedagogical belief and ICT belief. Teachers´ ICT belief is about how teachers perceive ICT´s function in classroom. Then the assessment scale and the sub-scales are introduced. The conclusions we can drawn include: (a) Most of teachers hold personal beliefs aligned with a constructivist pedagogy, (b) Teachers who hold constructive pedagogical belief may don´t agree ICT is powerful in supporting constructive learning activities, (c) ICT´s function of supporting constructive learning activities are more recognized by teachers from primary school than teachers from second-school, (d) The training experiences are significantly interrelated with teachers´ pedagogical belief, but not ICT belief, (e) Gender, working age and frequency of using ICT in classroom are not significantly interrelated with ICT beliefs. (f) Different from earlier research, no obvious significant differences in teachers´ belief about teaching with ICT are observed between urban teachers and rural teachers.