{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79981"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79981","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Technology in Teachers' Work Lives: Tensions and Tactics","abstract":"Compared to acceptance and cover story, resolution of tensions occurred very rarely due to the teachers' lack of language for thinking critically about educational technology. Also, educational systems allowed very little space for teachers to question and resolve conflicts, resulting in limited teacher experience in this regard. To counteract these issues, the author recommends that preservice programs help novice teachers become critical thinkers of educational technology by emphasizing (a) understanding of the nature of the relationship between education and technology, (b) recognition of tensions and possible responses, and (c) conscious planning of tactics. The validity and limits of the Professional Knowledge Landscape framework are also discussed.","abstract_html":"Compared to acceptance and cover story, resolution of tensions occurred very rarely due to the teachers' lack of language for thinking critically about educational technology. Also, educational systems allowed very little space for teachers to question and resolve conflicts, resulting in limited teacher experience in this regard. To counteract these issues, the author recommends that preservice programs help novice teachers become critical thinkers of educational technology by emphasizing (a) understanding of the nature of the relationship between education and technology, (b) recognition of tensions and possible responses, and (c) conscious planning of tactics. The validity and limits of the Professional Knowledge Landscape framework are also discussed.","abstract_has_math":false,"creators":["Hsiung, Yu-Lu"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Elementary Education","degree_department":null,"school":null,"contributors":["McCarthey, Sarah"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:48Z","date_published":"2015-09-25T19:54:48Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3269917"],"render_values":[{"text":"(MiAaPQ)AAI3269917","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79981","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McCarthey, Sarah"]},{"key":"dc:creator","label":"Author","values":["Hsiung, Yu-Lu"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:48Z","10000-01-01","2007"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Elementary Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79981","(MiAaPQ)AAI3269917"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Compared to acceptance and cover story, resolution of tensions occurred very rarely due to the teachers' lack of language for thinking critically about educational technology. Also, educational systems allowed very little space for teachers to question and resolve conflicts, resulting in limited teacher experience in this regard. To counteract these issues, the author recommends that preservice programs help novice teachers become critical thinkers of educational technology by emphasizing (a) understanding of the nature of the relationship between education and technology, (b) recognition of tensions and possible responses, and (c) conscious planning of tactics. The validity and limits of the Professional Knowledge Landscape framework are also discussed.","Made available in DSpace on 2015-09-25T19:54:48Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3269917.pdf: 5065789 bytes, checksum: cb9f14e51d25d9ebfcdb047d8590b9f6 (MD5) Previous issue date: 2007","Embargo set by: Seth Robbins for item 81263 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","194 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007."]},{"key":"dc:title","label":"Title","values":["Technology in Teachers' Work Lives: Tensions and Tactics"]}]}],"canonical_facts":{"dc:contributor":["McCarthey, Sarah"],"dc:creator":["Hsiung, Yu-Lu"],"dc:date":["2015-09-25T19:54:48Z","10000-01-01","2007"],"dc:description":["Compared to acceptance and cover story, resolution of tensions occurred very rarely due to the teachers' lack of language for thinking critically about educational technology. Also, educational systems allowed very little space for teachers to question and resolve conflicts, resulting in limited teacher experience in this regard. To counteract these issues, the author recommends that preservice programs help novice teachers become critical thinkers of educational technology by emphasizing (a) understanding of the nature of the relationship between education and technology, (b) recognition of tensions and possible responses, and (c) conscious planning of tactics. The validity and limits of the Professional Knowledge Landscape framework are also discussed.","Made available in DSpace on 2015-09-25T19:54:48Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3269917.pdf: 5065789 bytes, checksum: cb9f14e51d25d9ebfcdb047d8590b9f6 (MD5) Previous issue date: 2007","Embargo set by: Seth Robbins for item 81263 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","194 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007."],"dc:identifier":["http://hdl.handle.net/2142/79981","(MiAaPQ)AAI3269917"],"dc:language":["eng"],"dc:subject":["Education, Elementary"],"dc:title":["Technology in Teachers' Work Lives: Tensions and Tactics"],"dc:type":["text"],"thesis:degree_discipline":["Elementary Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}