You are here:

Developing and Sustaining Schools as Technology­ Enriched Learning Organizations

, , ,

Journal on School Educational Technology Volume 3, Number 4, ISSN 0973-2217


During the last two decades, an assumption was advanced by policy makers that making technology available would result in effective technology transfer and integration in the teaching and learning process (Cuban, 2001); however, reality has been less kind with research presenting a pessimistic picture regarding the impact of technology in the classroom and on teachers' instructional strategies (Becker, 2001). The purpose of this study was to examine how technology-enriched learning environments can be developed and sustained through professional learning community (PLC) paradigms that make meaningful differences in teacher and student learning.


Atkinson, L.C., O'Hair, M.J., O'Hair, H.D. & Williams, L.A. (2008). Developing and Sustaining Schools as Technology­ Enriched Learning Organizations. Journal on School Educational Technology, 3(4), 17-33. Retrieved December 2, 2022 from .

This record was imported from ERIC on January 10, 2019. [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.