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How the Pressure of Top-down Technology Implementation and Misaligned Evaluation Unintentionally Damages Schools, Teachers and Education in Taiwan
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, , University of Wisconsin-Madison, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper investigates Taiwanese English Language Learning (ELL) university instructors’ use of computer technology for instructional purposes. The interplay of teachers’ beliefs, actions, and the context in which they are situated are discussed. The objective of this study was to legitimize the voices of teachers to gain a deeper understanding of their experiences with top-down decisions regarding technology implementation. Specific concerns and topics investigated included teachers’ perceptions, central concerns, and actions they continually employed in response to top-down technology implementation decisions when situated in an oppressive, evaluative context. This research aims to enhance dialogue between teachers and policymakers and to inspire future educational research efforts to develop more appropriate paths for technology implementation and integration in teacher education.

Citation

Yang, W.L. & Thomas, M. (2010). How the Pressure of Top-down Technology Implementation and Misaligned Evaluation Unintentionally Damages Schools, Teachers and Education in Taiwan. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2432-2439). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 25, 2019 from .

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