6.3.7 Summary

Beliefs related to the challenges of using OLEs for the teaching and learning of FSFL take on many forms. To effectuate a change in beliefs so that they might reflect an approach to the teaching of FSFL that may be supported by OLEs would require changes at a number of levels and not only with the teacher. As Taylor (1990) concluded, effectively implementing constructivist reforms in the classroom requires a change in the teacher’s epistemological beliefs through a process of self-negotiation of beliefs. However, social negotiation with teachers, students and the larger school community may also be required in order to reconcile the seemingly incompatible beliefs of the teacher, on one hand, and those of other teachers, students and the larger school community as represented in the curriculum and systemic conventions and school-wide practices.

Honey and Moeller (1990) concluded in their study that, for teachers whose educational beliefs and practices are traditional, there exist different and much more complicated barriers for technology integration. In order to integrate technology into their curricula, the very nature of their practices would have to change. However, the authors concluded, in order to bring about this change, different layers of the educational system would also have to change. In this sense, students as well may need to adapt some of their own beliefs. Teachers who are willing to accommodate their beliefs but experience conflict with the beliefs of their colleagues would need encouragement and support to translate their beliefs into a change in practices.

Woods (1996) reminds us that, because each belief is part of an interwoven network which includes many other beliefs, teachers cannot simply at will ‘change’ one belief by itself. Instead, changing one set of beliefs will often require a change in related sets of beliefs. As this section has shown, many of the beliefs about use of OLEs are intimately related to beliefs about learning. Beliefs about learning relate to a multitude of issues such as roles of the student and teacher, issues of control and conceptions of the curriculum. A change in one belief will often not be accomplished without a concomitant change in other beliefs. Thus, changing teachers’ beliefs may require a holistic understanding of a teacher’s entire belief system. As well, it may necessitate an understanding of the beliefs on which the system in which the individual works is based. Finally, how this teacher’s beliefs relate to those of other teachers and to students’ beliefs may need to be taken into consideration.