Abstract
In the United States, the use of educational technology is mandated by accredited teacher preparation programs and by state accrediting departments of education. Yet the majority of teacher education faculty fail to infuse educational technology procedures into their courses at substantial levels (Mitchell, Dipetta & Kerr, 2001), and teachers fail to infuse technology into their teaching (Anderson & Speck, 2001). For educational technology to become firmly entrenched in our educational systems, educational technology must become a part of the culture of our schools. This paper reports the attitudes and opinions gathered from interviews, questionnaires, and classroom artefacts from two groups of practicing teachers (n=31) enrolled in a ‘teacher leader’ graduate program. This paper represents only the first phase of a census-like assessment of a much larger group of undergraduate (n=133) students, graduate level teachers (n=92), information technology directors and college faculty (n=32) from twelve colleges and universities.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35701-0_35
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© 2003 IFIP International Federation for Information Processing
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Carlsen, R. (2003). Using an Educational Consensus to Reach Educational Technology Tipping Point. In: Dowling, C., Lai, KW. (eds) Information and Communication Technology and the Teacher of the Future. IFIP — The International Federation for Information Processing, vol 132. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35701-0_5
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DOI: https://doi.org/10.1007/978-0-387-35701-0_5
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