Technology in Teachers' Work Lives: Tensions and Tactics
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.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign