In the article written by De Castell, Bryson, and Jenson, the authors stated there was a gap between the planned implementation of technology and the actual technology usage in schools. The authors felt that real knowledge, situated learning, and advanced cognitive processing cannot be simply bought through fancy technology, rather the technology was trying replicate this and doing a poor job. The authors felt the solution should be a closer examination of the tools – to train and show teachers how to better apply them for educational purposes. Their proposal was to train teachers for one hour each day during their lunch hour. The description of the training was well planned, but it seemed to be a response to problem, which could have been avoided through better preparation. Jonassen and Easter’s discussed a topic on misconceptions which could have been beneficial in this situation because it seemed the teachers had a misconception about technology.
The article discussed the conditions needed for a conceptual change to occur. The first condition was dissatisfaction. In order for a teacher to be willing to explore a new technology, the teacher should be dissatisfied with the current practice of an existing technology. A teacher who has been using the same technology for many years may find it comfortable and effective, and therefore has no desire to learn a new technology. The second condition was intelligible new conceptions. I translated this as understanding new technology. As technology becomes more capable and complex, it poses a greater challenge because it requires teachers to spend more time to learn how to use it. The third condition was that teachers must find the technology practical. It must to meet their individual needs on the subject they teach and their methods for teaching. It means that the technology has to be applicable for all subjects. Unless these conditions are met, it’s unlikely that the teachers will apply the given technology into their teaching practices.
Fortunately De Castell and others were in the process of addressing conditions two and three in their training workshops to help their fellow teachers. However, consulting the teachers beforehand, who were to be the end users, about technology integration and the mentioned conditions could have had the positive affects they were looking for instead wasting the budget and trying to figure out how to get teachers to use the technology afterwards.
Jonassen, D.H., & Easter, M.A. (2012). Conceptual change and student-centered learning environments. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2ndEdition ed., pp. 95-113). New York: Routledge.
De Castell, S., Bryson, M., & Jenson, J. (2002). Object Lessons: Towards an Educational Theory of Technology. First Monday, 7(1). doi:10.5210/fm.v7i1.923. Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/923/845