Educational Technology Ray Schroeder, editor, OTEL - University of Illinois at Springfield |
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News, Techniques and Theories of Effective Use of Technology in Education 
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Thursday, November 28, 2002
Teacher Leadership in Educational Technology - LORRAINE SHERRY, DAVID GIBSON
The Benton Foundation's report, The E-Rate in America: A Tale of Four Cities (Carvin, 2000), found that with federal funding, network infrastructure deployment accelerated and Internet access significantly expanded in the schools that were investigated. Yet, even with the infrastructure in place, critical "human questions" must still be addressed. Reporting the results of a recent study of schools in Silicon Valley, California, Cuban and his colleagues stated: Most policy makers, corporate executives, practitioners, and parents assume that wiring schools, buying hardware and software, and distributing the equipment throughout will lead to abundant classroom use by teachers and students and improved teaching and learning…We found that access to equipment and software seldom led to widespread teacher and student use. Most teachers were occasional users or nonusers. When they used computers for classroom work, more often than not their use sustained rather than altered existing patterns of teaching practice. (Cuban, Kirkpatrick, & Peck, 2001, p. 813)
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