June 2002 — Features

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From Black and White to Color: Technology, Professional Development and Changing Practice

By Mary Burns

The activity culminated with whole group and individual reflection components in which teachers discussed how they might use this new instructional approach or software in their classroom, the obstacles they might face, and strategies for surmounting such impediments. By providing these experiences and allowing time for reflection, teachers were able to use and adapt the learner-centered and technology integration strategies that were modeled in the activities. Teachers needed to see how to use and integrate technology in their classrooms in ways that promoted a new type of instruction. This had clearly been missing from the type of technology training they had previously undergone. Teachers reported that this approach helped them to learn not only how to use technology, but how to teach in a new way. In addition, teachers realized that technology and collaboration make learning more fun, and that their students, like themselves, are more likely to engage in activities when they enjoy them.

Reference

Cuban, L. 2001. Oversold and Underused: Computers in the Class-room. Cambridge: Harvard University Press.