Technology Integration & Teaching Practices

I have been reading several research studies and a few books to write a paper for my final Education Specialist course. Several studies provided data supporting a correlation between the beliefs of teachers and the use of computers in constructivist ways. Other research studies found little to no change in teaching practices with technology resources. America's schools have been touting educational reform with technology for the last three decades. Although investments in technology have been made only incremental change in teaching practices have been found in most research studies (Cuban, 2001). Policy makers and technology enthusiasts have yet to see their vision of student-centered teaching practices realized in every classroom.

Several researchers stated that beliefs are at the heart of teaching (Kagan, 1992). Beliefs are also the hardest to change and are formed early in life often before students enter college. This poses a problem for preservice teacher programs that must address the development of teaching practices which engages a teacher's beliefs. According to Nespor (1987)beliefs only change when there is a "conversion or gestalt shift". Ertmer (2005) believes there are three strategies for promoting change in teacher beliefs about teaching practices and technology: (1) personal experiences, (2) vicarious experiences, and (3) social-cultural influences (p.32).

If you want a good book to read that exposes some of the historical efforts made towards integrating technology pick up "Oversold & Underused:Computers in the classroom by Larry Cuban (2001). Much has changed since his book was written but it plants the foundation for where America's schools have been, how far some have come, and where we need to go. I must get back to writing that paper!