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The purpose of this study was to develop an instrument designed to assess teachers' context beliefi about using technology in the classroom. The study involved teachers participating in a profossional development program focused on the integration of technology with principles of engaged learning. Based on Ford's (I 992) Motivation Systems Theory, items for the BeliefiAbout Teaching with Technology (BATT) instrument were developed and tested. Validity was partially confirmed through factor analysis and by correlating BATT scores with teachers' selfefficacy beliefi as measured by the Microcomputer Utilization in Teaching Efficacy Beliefi Instrument (MUTEBI). In addition, teachers' context and selfejficacy beliefi were significant predictors of teachers' reported use of technology-related engaged learning practices. It was concluded that in the realm of technology school reform efforts, the assessment of context and selfejficacy beliefi is important so that teachers' beliefpatterns can serve as a needs assessment and program evaluation tools. (Keywords: program evaluation, teacher beliefi, technology profossional development.) Ambitious school technology programs seem to be the order of the day. Such programs require clear planning and attention to inputs, implementation, and outcomes. In describing school technology reform efforts, Means (1998) specified inputs as curriculum and instructional strategies, teacher support, nontechnology support, and technology infrastructure. Implementation is centered on actual classroom use and the resulting experiences of students and teachers. Finally, outcomes include student and teacher learning, attitudes, and behaviors. This particular study focused on teacher attitudes and behaviors because teachers serve a primary role in program success. Teachers enter professional development programs with certain attitudes and behaviors that will affect implementation and, in turn, future teacher behaviors and student learning.The professional development model of Loucks-Horsley, Hewson, Love, and Stiles (1998) supports Means' ( 1998) thesis that teachers play a critical role in the ultimate success of a professional development program. They contend that teachers' beliefs are a critical feature of program planning and should be carefully considered by professional development providers:Beliefs are the ideas people are committed to-sometimes called core values. As designers clarifY and articulate beliefs, these beliefs become the "conscience" of the program. They shape goals, drive decisions, create discomfort when violated, and stimulate ongoing critique. p. 18)

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Much effort, on a philosophical and a research basis, has been applied to the subject of moral development framed within a constructivist, Piagetian stage-type format. These efforts have focused on the process of the individual's construction of a moral base and the individual's corresponding level of moral development. At this point in time, little research has been directed at analysing the sociocultural influences on morality construction, moral decision-making and moral development within the framework of a specific developmental theory. This research examined the processes involved in the resolution of a moral dilemma within a group setting, and evaluated the usefulness of a Vygotskian theoretical base in analysing these observations. This study provides initial evidence supporting the utility of a Vygotskian conceptual model. Additional research exploring the importance of the social aspects of moral processing, reasoning and development is needed.