In this paper, we study developmental trajectories of three teachers as they integrate GroupScribbles (GS) technology in their classroom lessons over the period of about one academic semester. Coherency diagrams are used to capture the complex interplay of a teacher's knowledge (K), goals (G) and beliefs (B) in leveraging technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology provides an indication of the teacher's developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. Our analysis of these three teachers' trajectories suggests that initial high coherency in a teacher's KGB region and having students who have already been enculturated with the technology-enabled pedagogies accelerate upward developmental trajectories in integrating technology in the classroom. Copyright © 2010 The authors.
|Title of host publication
|Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education, ICCE 2010
|Su Luan WONG, Siu Cheung KONG, Fu-Yun YU
|Place of Publication
|Faculty of Educational Studies, Universiti Putra Malaysia
|Published - 2010
CitationChen, F. H., Looi, C.-K., & Chen, W. (2010). Integrating technology in the classroom: Favourable conditions for teachers’ upward developmental trajectories. In S. L. Wong, S. C. Kong, & F.-Y. Yu (Eds.), Proceedings of the 18th International Conference on Computers in Education: Enhancing and sustaining new knowledge through the use of digital technology in education, ICCE 2010 (pp. 583-590). Malaysia: Faculty of Educational Studies, Universiti Putra Malaysia.
- Teacher change
- Technology integration
- Technology in the classroom