Teachers’ episodic memories influence their beliefs. The investigation of episodic memories can help identify the teacher beliefs that limit technology-integration. We propose the Episode-Centered Belief Change (ECBC) model that utilizes teachers’ episodic memories for changing beliefs impeding effective technology integration. We also propose guidelines for using ECBC model in professional development to promote teacher belief change for effective technology integration. A preliminary study was conducted to apply the ECBC model in a teacher education course. The findings suggest that the ECBC model was effective in changing teacher beliefs regarding technology integration. Finally, the implications of the ECBC model and guidelines for research and practice are discussed.
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