Chrystalla Mouza

Learning to Teach with New Technology

Abstract This study describes a professional development program designed to help K–12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology. As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the efficacy and degree of technology implementation within the school environment included administrative support, student needs, collaboration with other teachers, and technological resources. Findings of this study help draw guidelines for future design of professional development related to the use of technology in K–12 classrooms.

The Digital Generation

This chapter provides a scholarly review of the characteristics of the digital generation. The focus is on youth media practices, including time and activities using electronic media among young children, tweens, teens, and college students. It also examines the learning preferences of youth as reported in the literature. Finally, it offers suggestions for technology uses among youth consistent with current policy documents.