Teaching Education Vol. 17, No. 2, June 2006, pp. 167-179 How Technology Integration in Mathematics and Science Teaching Can Occur: The role of the maverick teacher Barbara Hug* and George Reese University of Illinois at Urbana-Champaign, USA
Helping teachers to change practices by adopting new tools and pedagogical approaches is of inter- est to a wide range of educational researchers and practitioners. This article describes a teacher, Ms. Hogan, who is an early adopter of a technological innovation: the authoring tool Squeak. We analyze email messages from Ms. Hogan applying Rogers' model for the diffusion of innovation. We find that this maverick teacher was quickly persuaded and decided to adopt the tool even before her knowledge of the tool was complete. The tool met the needs of this teacher in her context but in order for her experience to be more general, the authors hypothesize that materials must be created to make the tool relevant to non-maverick teachers.
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References
Hug, B., & Reese, G. (2006, June 1). How Technology Integration in Mathematics and Science Teaching Can Occur: The Role of the Maverick Teacher. Teaching Education, 17(2), 167-179. (ERIC Document Reproduction Service No. EJ819798) Retrieved February 9, 2009, from ERIC database.
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Thank you for sharing this article! Kim
On Feb 10, 2009, at 7:47 AM, Ken G. Brown wrote:
Teaching Education Vol. 17, No. 2, June 2006, pp. 167-179 How Technology Integration in Mathematics and Science Teaching Can Occur: The role of the maverick teacher Barbara Hug* and George Reese University of Illinois at Urbana-Champaign, USA
Helping teachers to change practices by adopting new tools and pedagogical approaches is of inter- est to a wide range of educational researchers and practitioners. This article describes a teacher, Ms. Hogan, who is an early adopter of a technological innovation: the authoring tool Squeak. We analyze email messages from Ms. Hogan applying Rogers' model for the diffusion of innovation. We find that this maverick teacher was quickly persuaded and decided to adopt the tool even before her knowledge of the tool was complete. The tool met the needs of this teacher in her context but in order for her experience to be more general, the authors hypothesize that materials must be created to make the tool relevant to non-maverick teachers.
= = = = = = = = = = = = = = = = = = = = = = = = = = ====================================================================== EBSCO Publishing Citation Format: APA (American Psychological Assoc.):
NOTE: Review the instructions at <http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=APA
http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=APA and make any necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult your library resources for the exact formatting and punctuation guidelines.
References
Hug, B., & Reese, G. (2006, June 1). How Technology Integration in Mathematics and Science Teaching Can Occur: The Role of the Maverick Teacher. Teaching Education, 17(2), 167-179. (ERIC Document Reproduction Service No. EJ819798) Retrieved February 9, 2009, from ERIC database.
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