Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient at technology use and must come to understand content-specific, pedagogical uses of technology for their own instruction. In this article, the authors present a model for technological change driven by the notion of situated practice and communities of discourse in their school of education. They also describe a critical framework for facilitating discourse among teacher education faculty from which understandings of why, when, and how to use technology emerged. Several cases of situated practice are discussed with particular attention to how an understanding of meaningful technology use was negotiated through interactions between faculty and graduate students. Implicit in this model for technological change is a strategy for sustainability. This is elaborated as the authors discuss their results.


  • Educational Technology > General
  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Vocational/Professional Development Education,Higher Education,Middle School,NSDL,Undergraduate (Upper Division),faculty development,Instructional Material Design,teacher technology,situated cognition,Undergraduate (Lower Division),Education Practices,High School,NSDL_SetSpec_439869,Teacher Preparation,educational technology,Pedagogy,Education,Technology,oai:nsdl.org:2200/20070402190631359T,Professional Development,discourse community



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