Abstract
While research in the field of educational technology provides teachers with intellectual resources on how best to use technology, teacher uptake appears to be at best minimal. These intellectual resources, arising from research, are often presented to teachers as pedagogical imperatives and include, for example, e-learning, and connected teaching. Taking up these recommended resources requires significant commitment by teachers to transform their practices.
| Original language | English |
|---|---|
| Title of host publication | Critical Perspectives on Technology and Education |
| Editors | Scott Bulfin, Nicola F. Johnson, Chris Bigum |
| Place of Publication | U.S. |
| Publisher | Palgrave Macmillan |
| Pages | 51-68 |
| Number of pages | 18 |
| ISBN (Electronic) | 9781137385451 |
| ISBN (Print) | 9781137385444 |
| Publication status | Published - 2015 |
Keywords
- educational technology
- teachers
- researchers
- research