Teachers as Telecollaborative Project Designers: A Curriculum-Based Approach
Judi Harris, University of Texas at Austin, United States
CITE Journal Volume 1, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Successful technology-using teachers function more as instructional designers than lesson planners. This is especially true when they seek to incorporate the use of forward-thinking, computer-mediated innovations such as telecomputing tools into existing curricula. New tools require new techniques, incorporated into new models of teaching and learning processes, if the tools' most powerful attributes (Clark, 1983) are to be exploited. When attempting to encourage meaningful curricular infusion of telecommunications into elementary, middle-level, and secondary-level learning, teachers must pay careful attention to key ideas both from diffusion of innovations research and from the education of instructional designers.
Harris, J. (2001). Teachers as Telecollaborative Project Designers: A Curriculum-Based Approach. Contemporary Issues in Technology and Teacher Education, 1(3), 429-442. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2001 Society for Information Technology & Teacher Education
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Amy J. Good, Katherine A. O'Connor & H. Carol Greene, East Carolina University, United States; Eric F. Luce, University of Southern Mississippi, United States
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 3 (2005) pp. 300–317
Ewa McGrail, Georgia State University
Journal of Technology and Teacher Education Vol. 13, No. 1 (2005) pp. 5–24
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