Document Type

Article

Publication Date

2011

Publication Title

Journal of Teaching and Learning

Volume

7

Issue

2

First Page

67

Last Page

81

Keywords

ICT, Teachers, Change, Technology integration, Barriers

Abstract

In this paper, the authors investigate one teacher’s utilization of Information and Communication Technologies (ICT) by drawing context from two of his life-stories: one that he interprets as “ruin” and the other “success.” Methodologically grounded in narrative inquiry, this paper contains excerpts from the teacher’s authentic narratives and their interpretation from the point of information systems research, known as the social process model. The findings emphasize that with the dialogic involvement of educational researchers, it is possible to reach a deeper understanding of the events that influenced the teacher’s experience with technology. Such synergistic alliances amongst educational researchers and teachers are key for detecting and overcoming the linguistic and operational barriers that exist between ICT theorists and practitioners.

Comments

This article was first published in the Journal of Teaching and Learning. To view this article there or other articles from this journal please visit their website (http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL).

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