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Teachers, Technology, and Change: Literacy Teachers' Perspectives
ARTICLE

, Georgia State University, United States

Journal of Technology and Teacher Education Volume ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The paper reports on a study of English language arts teachers’ attempts to integrate technology in literacy instruction. Informants included middle and high school teachers with varying teaching and technology experiences. Conceptualized as an interview study, the study utilized an open-ended protocol and spontaneously generated probes to seek teachers’ perspectives. Results from the study revealed that teachers described their attitudes toward technology through considerations of gains, dilemmas, and concerns with regard to their own or their students’ computer applications. Governed by “practicality ethic,” as opposed to researchers’ and legislators’ “rationale ethic” (Doyle and Ponders as cited by Fullan & Stiegelbauer, 1991p.130), teachers in this study were willing to accept change as long as they were convinced that it would allow them to see the gain for their students as well as for their own instructional practices. Administrators, on the other hand, were reported to push for technology, for they appeared to perceive it as an ultimate goal for any educational context.

Citation

McGrail, E. (1997). Teachers, Technology, and Change: Literacy Teachers' Perspectives. Journal of Technology and Teacher Education. Charlottesville, VA: Society for Information Technology & Teacher Education. Retrieved December 14, 2019 from .