You are here:

From Master Teacher to Master Novice: Shifting Responsibilities in Technology-Infused Classrooms
ARTICLE

,

Reading Teacher Volume 55, Number 7, ISSN 0034-0561

Abstract

Examines four experienced teachers' perceptions of their shifting responsibilities for using technology and what they had to do to adjust to new expectations. Finds that teachers' responsibilities shift considerably when they infuse their classrooms with technology. Notes that teachers must learn the applications for word processing, multimedia presentations, and data management and learn how to communicate and search electronically. (SG)

Citation

Wepner, S.B. & Tao, L. (2002). From Master Teacher to Master Novice: Shifting Responsibilities in Technology-Infused Classrooms. Reading Teacher, 55(7), 642. Retrieved December 12, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.