Teacher-Centered Technology: Working Towards More Authentic and Effective Technology Integration
Yitna Firdyiwek, Will Davis, University of Virginia, United States ; Carl Young, Robert Prickett, Virginia Tech, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As teachers, we live within a sphere of technology. Even a brief reflection on our workplace reveals a world of constant interaction with technology. Yet too often, we see the design objectives of educational technology tools missing the mark. A recent body of literature reveals a "disconnect" between the idealism of those advocating for the use of technology in schools and the reality of integrating technology effectively into today's classrooms (see Cuban, Kirkpatrick, & Peck, 2001). Cuban (2001) contends that little evidence exists to suggest technology's seamless integration into the classroom or that it has transformed the instructional process. Presenters in this panel session will identify what they see as the crucial reasons for the disconnect between technology's potential for enhancing education and the complications described in the literature that seem to inhibit effective technology integration. In addition, they will present examples of ways teacher educators and teachers can integrate technology more effectively and do so with better tools and resources in mind.
Firdyiwek, Y., Davis, W., Young, C. & Prickett, R. (2005). Teacher-Centered Technology: Working Towards More Authentic and Effective Technology Integration. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1368-1369). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).