Amy Staples, Marleen C Pugach, D Himes (2005) Rethinking the technology integration challenge: Cases from three urban elementary schools, Journal of Research on Technology in Education (2005) Volume: 37, Issue: 3, Publisher: International Society for Technology in Education
Preparing a school well for technology integration appears to represent a special instance of professional development, one that has a unique identity requiring a unique kind of stewardship. To use technology effectively, principals and other technology leaders who contribute to decision making regarding how a school will invest in technology first need a solid understanding of the difference between technology use to enhance learning of the curriculum and technology use for productivity-as well as the ability to make distinctions in the various kinds of supports that will be required for each. We would argue that it is not a case of privileging professional development over acquisition, but rather that in planning for technology integration, professional development and acquisition considerations need to take place simultaneously. Curriculum needs to be the overriding framework for these deliberations. In other words, good planning for technology integration takes a special understanding of the acquisition of hardware and software specifically as it relates to the curriculum. This requires graduated staff development that anchors technology in the curriculum, but that also recognizes the need for teachers to have the opportunity to learn the technology well so that it can be used easily and transparently to support the curriculum. It goes without saying that teachers must be deeply informed about content and pedagogy in a particular content area to use technology to enhance learning effectively. Neither can be shortchanged.
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