Abstract
This paper reports on social and organizational factors that influence teacher learning with regard to technology. Specifically, the study investigates the role that school contextual elements such as local values, structures, resources, and processes play in facilitating or impeding the professional growth of teachers. Findings of the study indicate that encouragement for participation in professional development, collegial sharing and administrative support facilitate teacher learning. Unsatisfactory access to technological resources and lack of technical and pedagogical support, however, impede teacher efforts for instructional change.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of Society for Information Technology & Teacher Education International Conference 2003 |
| Editors | Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber, Dee Anna Willis |
| Place of Publication | Albuquerque |
| Publisher | Association for the Advancement of Computing in Education (AACE) |
| Pages | 2040-2043 |
| Number of pages | 4 |
| ISBN (Print) | 9781880094471 |
| State | Published - 2003 |
| Externally published | Yes |