Outlines the value of applying adult learning concepts to the invention of professional development programs. It also stresses the value of informal support systems and learning experiences as ways of promoting significant growth.
Far too little attention is devoted to the cultural and social barriers to change. How can we lower the barriers to create communities of technology and information savvy learners.?
Demonstrates why 50% of the professional development budget should be allocated to fund teams of teachers working to invent units of technology enhanced study.
We have evidence that many teachers are skeptical and reluctant when it comes to integrating new technologies into daily practice. This article explores the approaches most likely to reach this group.
While many veteran teachers may have many reasons to resist the temptations of new technologies entering their classrooms, this article proposes strategies to reduce resistance and encourage technology acceptance.
For two decades schools have invested in software training with the mistaken belief that software skills translate into curriculum integration. Time for a shift in practice!
Suggests ways for school districts to address the serious obstacles to change outlined in Steven Hodas' 1993 piece, "Technology Refusal and the Organizational Culture of Schools,"