Integral Factors Influencing Teaching with Technology
Susan Gilson, King Philip School District, United States ; Michael Young, University of Connecticut, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
While educational technology has been recognized as a necessary tool, integration within classrooms has remained a challenge. Given that teachers are critical to the success of efforts to reform school through technology integration, the purpose of this case study was to investigate the integral factors that led an experienced teacher leader at a technology-rich middle school in New England towards more seamless integration. Rather than describing individual and environmental factors in isolation, this approach chronicled a teacher's use of tools in the classroom drawing on elements of the Concerns Based Adoption Model as well as perception-action dynamics to offer a more thorough explanation of how technology integration unfolds. Research findings indicate that understanding teacher perceptual history along with the primacy of personal and professional goals are key to technology integration. Outcomes have general implications for teacher technology training and research methodology.
Gilson, S. & Young, M. (2004). Integral Factors Influencing Teaching with Technology. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2184-2188). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).