Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect
نویسنده
چکیده
Recent national (CDW-G, 2006) and international (Voogt, 2008) reports paint a promising picture of classroom teachers’ current efforts to use technology to support student learning. For example, among the 1000 teachers who responded to the Teachers Talk Tech survey, 790 teachers (79%) self-reported using computers “to teach students” (CDW-G). However, other research, resulting from both large (Project Tomorrow, 2008) and small-scale (Bauer & Kenton, 2005) efforts, suggests that we still haven’t solved the “problem” of technology integration (Mueller, Wood, Willoughby, Ross, & Specht, 2008) either in the US or internationally (Kozma, 2003; Tondeur, van Braak & Valcke, 2007a; Smeets, 2005). That is to say, technology is not being used to support the kinds of instruction (e.g., student-centered) believed to be most powerful (International Society for Technology in Education [ISTE], 2008; Partnership for 21 Century Learning, 2007).
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