On pages 26 and 27, Ertmer tells us that low-level technology usage in classrooms is usually teacher-centric, while higher-level usage is more student-centered. Ertmer floats the hypothesis that low-level usage eventually leads to high-level usage and that teachers will learn to use the technology bettering “five or six years,” but then says that particular hypothesis lacks backing from “empirical research.” Does low-level usage lead to higher-level usage, or is there some “x” factor we’re just not seeing?
In the “Implications for Research” section on pages 35 and 36, Ertmer gives a laundry list of questions that could lead to further studies, but I was struck by the only question on page 35: “How and when are teachers’ pedagogical beliefs formed?” Consider this question and think about your own beliefs, specifically with regards to technology.
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