Abstract
AbstractThis paper reviews the literature on educational change, then relates it to the teacher’s role in the process of implementing innovations in general and to educational computing in particular. Many educational innovations fail due to a variety of factors; one often cited is the school’s resistance to change. But resistance to change is just one of many factors which influence the success or failure of any proposed innovation. Although well-intended, many innovations fail because the practical classroom issues and the teacher’s role have been overlooked. In order for school innovations to be equitably implemented in a lasting, meaningful way, teachers need clear direction, administrative support, resources and training. The teacher’s interest, attitude, and skill combine with the variables surrounding change and jointly influence the direction of any innovation.
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