DISCUSSION 5.

1: TEACHER USE OF TECHNOLOGY

In the article, "The Influence of Teachers' Technology Use on Instructional Practices" (Chapter 6
in Considerations), the authors find that "teachers who have solid basic skills and comfort levels with
technology and those who use computer technologies in the classrooms are more likely to use
constructivist teaching practices" (p. 144). Keeping in mind that the teachers involved in this study
went through a program of professional development and had new computer equipment, reflect back
on Cuban's assertion for policymakers on the history-and-contexts explanation of his findings on
classroom computer use. "According to this explanation, school structures and historical legacies carry
so much weight that, unless changed, they will retard widespread use of technology and hinder
substantial changes in classroom practices. . . For policymakers and practitioners considering this
explanation, the implications demand far more comprehensive and systemic actions than merely
adding more resources and teacher training" (Cuban, 2001, p. 180).
At first glance, it may seem that Cuban's assertion is at odds with the findings of this study, but they
are connected. We need to further explore those connections and will do so using the following
thinking routine: Connect - Extend - Challenge.
Connect - how are the ideas and information presented in this article connected to what's presented
in Cuban's last chapter?
The connection I made between the articles is a major factor comes down to teachers carrying out the
use of technology and integrating it into the curriculum. Cuban discussed a slow revolution in
technology being used as intended. This study provided teachers with the training and technology and
many teachers showed positive results, but there were many teachers who showed poor results.

The

Influence of Teachers Technology Use on Instructional Practices article discussed "one

key to understanding the lack of action on the part of many teachers lies in the future analysis of
teacher beliefs regarding the effectiveness of technology as an instructional tool" (p. 144). This
statement is what many of my peers have been discussing. The results of the study showed " about
one-third of the teachers in this study reported that they simply did not use the available technology"
(p. 145) There are teachers who do not want to change and it doesn't matter if they have the training
or technology. Those teachers want to teach the way they have for years because they feel it's
effective. Those teachers could be some of the most effective according to standardized tests scores,
but are those teachers "reinforcing higher cognitive skill development and complex thinking skills" to
prepare for jobs in the 21st century (p. 132)?

Extend - what new ideas did you get from this article that extended or broadened your thinking in
new directions?
The article extended my thinking on constructivist teaching in the classroom using technology. I must
be aware and stay up to date on the research, learning, and teaching skills to use effective
constructivist teaching practices. I want to use technology effectively and not be a teacher who uses it
as an add-on only.

Challenge - what challenges or puzzles have come up in your mind from the ideas and information
presented in the article?
One statement I would challenge in the article, The Influence of Teachers Technology Use
on Instructional Practices is "When teachers thoroughly integrate technology into the classroom,
constructivist learning environments can evolve" (p.132). I take this statement as technology is need
for constructivist learning to evolve. I believe there are many constructivist learning environments that

do not integrate technology. One of the most constructivist classrooms I have seen was facilitated by
an educator who only used an overhead projector.

(2011-09-01). Considerations on Educational Technology Integration: The Best of

JRTE (p. 145). International Society for Technology in Education (ISTE). Kindle
Edition.