It is a literature review of 500 to 700 words only at least referring to 5 to 8 articles regarding  teachers belief and their technology integration in teaching(curriculum, lesson, task or methodology) with clear definition of teacher belief in the beginning. 

Introduction

The field of Education is primarily laden with two key players at its very core, i.e. the education providers and the receptors. Essentially, the former and the latter can be defined as the teacher and the pupils, respectively. These two classes of people work in conjunction with each other to discuss and detail several aspects of human life in order to educate each other in the process of doing so. However, the creation of such an atmosphere is determined by several precepts, out of which a key element is the set of beliefs held by the teachers, an aspect which drives the very attitude of the educator and ultimately impacts the classroom behaviour, as opined by several historical studies (Cuban, 2001; Fullan, 2003; Brookhart & Freeman, 1992). The purpose of this study is to analyze the impact of technology on teachers’ beliefs and subsequently how they are integrated into their belief system to provide a more holistic educational environment. 

Literature Review

Technology has become the centrepiece of educational reform owing to its unparalleled capabilities, which offer methods to improve student’s learning abilities, which has caused several types of technological resources to be equipped in schools (ISTE, 2000; Sivin-Kachala & Bialo, 2000). However, the mere inclusion of technology by the authorities is not sufficient to induce technologically aided learning, and it is necessary to provide training to the teachers in order to enable them to utilize training in the classrooms. A close analysis of the integration paradigm in the field of teaching reveals that the beliefs of teachers had a significant impact on how they viewed and utilized technology in their classrooms. Subsequently, another dimension that is of significance is the integration of these technologies in the classroom, which has been outlined hereon.

In the general and historical context, teachers' primary response to external influences – such as technological developments – have varied greatly, with some accepting the changes, while others strive to ignore or bypass them altogether (Ottenbreit-Leftwich, et al, 2010). Several studies carried out by scholars, such as Andrew (2007), reveal the fact that teachers with constructivist beliefs held a more positive approach to technology-based teaching and utilized computers and other technologies to teach syllabi content that is student-centric. Hermans and his peers (2008) built upon this sentiment by stating that apart from constructivist beliefs, teachers with traditional beliefs are also able to inculcate technology in the classroom, albeit with the limitation of only being able to focus on a teacher-focused curriculum. However, the above disambiguation is not absolute as revealed by Ertmer and his peers' (2001) study, which detailed that teachers' enacted and espoused beliefs also differed with a major example being constructivist belief holder teachers often times used technology in a very traditional manner, which was limited to computer-based tests and practices. This lack of absoluteness in beliefs and their impact on the usage of technology reveals the fact that there exists some leeway that can allow for the alteration of teachers' inherent beliefs and how they utilize them in the classroom. 

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