Technology in Teachers' Work Lives: Tensions and Tactics
type: CreativeWork
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.
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.
author: Hsiung, Yu-Lu
language: eng
keywords: Education, Elementary
date published: 2015-09-25T19:54:48Z
date modified: 2026-07-22T22:26:13Z
provider: University of Illinois - Urbana-Champaign
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Illinois at Urbana-Champaign

PropertyValue
property ID: Handle
value: http://hdl.handle.net/2142/79981