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Research indicates that teachers' dispositions significantly influence their integration of computer technology into classroom instruction. This article reports findings from a mixed- methods study that examined shifts in teachers' dispositions about learning that occurs through information and communication technologies (ICT's). Graduate students and remote professionals engaged in a one-semester learning project that included synchronous and asynchronous com- puter-mediated discussions of course content. The study sought to determine whether or not this exposure to ICT-based learning might be accompanied by a positive or negative affective shift, and to identify the salient features of such a shift. Quantitative analysis of responses on question- naires administered early and late in the semester revealed a statistically significant positive shift in participants' beliefs and dispositions regarding ICT-based learning. Qualitative analysis of the questionnaire responses and participants' digital discussions identified two salient features of that positive shift in that participants recognized the potential of ICT-based learning to 1) motivate and engage learners, and 2) facilitate the construction and sharing of new knowledge and understand- ing. This paper describes the study and considers the implications for teacher preparation and professional development.

Helping Teachers Develop Positive Dispositions about Technology-based Learning: What a Brief Global Learning Project Revealed