Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examined the influence of teachers' thoughts and beliefs on their use of computers in the classroom at an American international school during the 1995-1996 school year. Data was collected in the form of interviews with nine teachers, observations of teachers' classroom use of computers, and examination of written school records. Findings were presented through profiles of the nine teachers' thoughts and beliefs about computers and their computer use. Further analysis identified external factors that influenced their computer use. The study identified criteria teachers used to evaluate any use of the computer in their classrooms: - They would use computers if it was an improvement over what they were currently doing. - The software had to be relevant to their grade level or subject. - The use of the computer had to fit in with their teaching styles. - Use of the computer had to enrich the existing information and extend the skills of the students. - The curriculum had to mesh with the computer. The study also identified linkages between teachers' thoughts and beliefs and their computer use: - Teachers' thoughts and beliefs were formed through experiences using the computer as a teacher or as a student. - Teachers need to be intrinsically motivated to use computers. - Teachers used the computer in ways that supported their teaching styles and classroom practices. The study also found that teachers had thoughts and beliefs about contexts or people who may have influenced their decisions or actions about using computers. These are factors that can affect or cause teachers to develop thoughts and beliefs about using computers. These factors were long-range planning, access, support, external pressures, professional development, and time. Another group of findings provide the suggested guidelines for the forms of professional development that might be beneficial in improving the use of the computer. / 2031-01-01