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Superintendent Conceptions of Institutional Conditions That Impact Teacher Technology Integration
ARTICLE

Journal of Research on Technology in Education Volume 36, Number 4, ISSN 1539-1523

Abstract

This article describes a study that examined the conceptions of three New Hampshire superintendents as to the institutional conditions they believe impact teachers' ability to integrate technology. Common thinking was found. They agree if integration is to be successful, teachers need a better understanding of how these technologies can be applied in instruction. They believe that multiple levels of leadership are essential, and they see lack of time and the public's hesitation to spend public monies on building teacher capacity as obstacles.

Citation

Shuldman, M. (2004). Superintendent Conceptions of Institutional Conditions That Impact Teacher Technology Integration. Journal of Research on Technology in Education, 36(4), 319-343. Retrieved June 26, 2019 from .

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