Are we there yet? A study of K–12 teachers' efforts at technology integration
In the midst of debates over the perceived failure of schools to properly teach students, educational technology has come under close scrutiny. Proponents claim computers represent revolutionary potential for education (Papert, 1995). Others harshly condemn increased spending for machines that are often used to simply reproduce outmoded teaching practices (Cuban, 2001). Even critics agree, however, that there is great potential for computer use both to engage students in knowledge construction as well as prepare them for the digital age (Stoll, 1999). Computers are a fact of life. Their potential to transform education is not the real issue, for their ubiquitous nature in society means that computers are a permanent fixture. The bigger question is how education will change to meet 21st century needs. Twentieth century teachers forced to revise their traditional practices find the transformation difficult and painful. Research into how and why teachers use technology can ease the transition by providing relevant models for transformation. This qualitative study explores the teaching practices of K–12 educators. Rich questioning in a small suburban school district highlights both the supports and barriers—real and perceived—enhancing or inhibiting teachers' technology integration efforts. A concerted effort to increase communication and trust between teachers and school officials is suggested as an effective method of increasing the supports and dismantling the barriers.
Hite, Stefani Arzonetti, "Are we there yet? A study of K–12 teachers' efforts at technology integration" (2005). Dissertations available from ProQuest. AAI3168028.