Developing and Sustaining Schools as Technology-Enriched Learning Organizations

Linda Cole Atkinson*, Mary John O'hair**, H. Dan O'hair***, Leslie Ann Williams****
*Associate Director for K12 Partnerships,K20 Center for Educational and Community Renewal,University of Oklahoma
** Vice Provost for School and Community Partnerships & Director of the K20 Center for Educational and Community Renewal,University of Oklahoma
*** Presidential Professor & Director of the Center for Risk and Crisis Management,University of Oklahoma
****Associate Director for K12 research,K20 Center for Educational and Community Renewal,University of Oklahoma
Periodicity:March - May'2008
DOI : https://doi.org/10.26634/jsch.3.4.644

Abstract

During the last two decades, an assumption was advanced by policy makers that making technology available would result in effective technology transfer and integration in the teaching and learning process (Cuban, 2001); however, reality has been less kind with research presenting a pessimistic picture regarding the impact of technology in the classroom and on teachers’ instructional strategies (Becker, 2001).  The purpose of this study was to examine how technology-enriched learning environments can be developed and sustained through professional learning community (PLC) paradigms that make meaningful differences in teacher and student learning.

Keywords

Technology, Student Learning,Technology-enriched Learning.

How to Cite this Article?

Linda Cole Atkinson, Mary John O'hair, H. Dan O'hair and Leslie Ann Williams (2008). Developing and Sustaining Schools as Technology-Enriched Learning Organizations. i-manager’s Journal on School Educational Technology. 3(4), 17-33. https://doi.org/10.26634/jsch.3.4.644

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