Toward a Model of Teachers' Technology-Learning

Abstract

This article presents a model of practicing Teachers' technology learning processes. The model emerged from comparative analysis across life-history case studies of four English teachers who had varied technology and teaching experience. The phases of the process include the individual, an initial learning experience, reflection, exploration, technology use, evaluation, and rejection. Teachers' pathways through this learning model do not follow a linear, stage progression as described in past research. The knowledge and experience teachers possessed and the nature of the technology learning experience, together, led to multiple pathways through the model and impacted Teachers' ability to integrate technology in support of subject matter learning. Due to the multiplicity of paths, educational technology courses and inservice need to focus more fully on particular content and provide more strategies for integrating the technology to support student learning.