As with reading and computer integration, the teacher’s beliefs about what is possible and their own ability will influence greatly what happens and what does not happen in the classroom.
Just thinking about reading, if a teacher thinks that this group of students cannot possibly learn reading, they will not make the effort nor make the investment of time and/or money to help them read. It might not be a priority since they do not think that they can do it. With support or a different reading strategy, the students could learn very well.
It is the same with boys and girls interactions. Unconsciously, many teachers tend to call upon boys more frequently than they would call upon girls because of the hidden belief that boys perform better. The end result is that boys perform better in several subjects like math and science. Being aware of those hidden beliefs helps a teacher be more equitable in their teaching.
The same can happen with tech integration. If a teacher do not have the confidence to try something new, they will not make the effort to do it. The belief might be hidden from themselves, not realizing this is what is happening. They postpone for some unknown reason what they took as a responsibility since they they might not have the confidence to try. They may have a different view of what is possible with computers and may not favor apps that others might suggest because they do not see or understand the benefit.
Teacher beliefs about tech integration and what is possible must be taken into consideration while dealing with others. Teacher belief is different from the SAMR model where the SAMR model provides a model of where the teacher and students are at in tech integration. The following link might provide a little more insight.
http://eprints.usq.edu.au/6973/1/Albion_SITE_1999_AV.pdf