After the In-Service Course: Challenges of Technology Integration

Authors

Gregory Robert Frederick, Marquette UniversityFollow
Heidi Schweizer, Marquette UniversityFollow
Robert Lowe, Marquette UniversityFollow

Document Type

Article

Language

eng

Format of Original

12 p.

Publication Date

2006

Publisher

Taylor & Francis (Routledge)

Source Publication

Computers in the Schools

Source ISSN

0738-0569

Abstract

This case study chronicles one teacher's experience in the semester after an in-service course, Using Technology for Instruction and Assessment. Results suggest that success in the course and good intentions do not necessarily translate into dramatic change in methods or media of instruction. Student mobility and special needs, unexpected administrative mandates, the anxiety of being judged as competent based on standardized test results, poorly designed classrooms, insufficient time to master new software, and habitual ways of conceptualizing what and how students should learnall complicate efforts to help students use computers to construct meaning and represent their learning to others. Certainly, a professional development course is just one variable in a complex equation which has, as its solution, transformative teaching.

Comments

Accepted version. Computers in the Schools, Vol. 23, No. 1-2 (September 08, 2006): 73-84. DOI. © 2006 Taylor & Francis (Haworth Press). Used with permission.

Recommended Citation

Frederick, Gregory Robert; Schweizer, Heidi; and Lowe, Robert, "After the In-Service Course: Challenges of Technology Integration" (2006). College of Education Faculty Research and Publications. 101.
https://epublications.marquette.edu/edu_fac/101