Abstract
ABSTRACT This article reports a graduate level program designed to facilitate inquiry into the integration of technology in schools (ITS). The ITS Process is described within the frame of insights related to teacher developmental readiness for change. The process of teacher education is viewed as change within the dialectic of ideas and actions built around the dynamics of reflection, experience, modeling, planning, and a return to reflection. Four domains of inquiry, the building of a community of thinkers, a broad base of collaboration, and transdisciplinary study are presented as the foundation of the ITS Process. A four semester process of study and the concomitant curriculum are outlined, and strategies for facilitating the process are explored.
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