Transforming Learning with Technology: Lessons from the Field
WILLIAM BAGLEY, Cullman High School, United States ; MARGARET L. RICE, ELIZABETH K. WILSON, The University of Alabama, United States
Journal of Technology and Teacher Education Volume 9, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Professional organizations in many subject areas have em-phasized changing the way subject matter is taught by active-ly involving students in critical thinking, problem-solving, decision-making, and exploration. One way to accomplish this is with the use of technology and constructivism, al-though many barriers to technology integration exist. This ar-ticle follows a classroom teacher through five years of work-ing to integrate technology, and in turn, constructivism into his classroom. This teacher was successful in helping his stu-dents gain new skills or enhance existing skills in technolo-gy, critical thinking, collaboration, presentation, and self-learning. The teacher's changes in instructional practices, his reflections on these changes, how he overcame common bar-riers to integrate the technology, and the benefits to himself and his students are discussed.
BAGLEY, W., RICE, M.L. & WILSON, E.K. (2001). Transforming Learning with Technology: Lessons from the Field. Journal of Technology and Teacher Education, 9(2), 211-230. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education
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Melissa Pierson & Alysa Cozart, University of Houston, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3332–3337
Joan Hughes, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
Does technology education by a teacher education program change the way graduates of that program teach?
Angela Johnson & Betty Johnson, St. Mary's College of Maryland, United States
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