Personal, Professional, Technical, and Institutional Factors Involved in Developing a Computer-Intensive English Curriculum

Judith A. Federmeier, Renee T. Clift

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter discusses the factors that impact successful incorporation of technology in public schools, specifically in the area of English instruction. Based on the experiences gleaned from a five-year high school/university partnership, the authors identify areas of concern (professional identity, public perception, administrative support) as well as areas that lead to success (cooperative relationships, willingness to redefine roles, focus on student needs).

Original languageEnglish (US)
Title of host publicationTechnology and Education
Subtitle of host publicationIssues in Administration, Policy, and Applications in K12 Schools
EditorsSharon Tettegah, Richard Hunter
Pages271-286
Number of pages16
DOIs
StatePublished - Apr 27 2006
Externally publishedYes

Publication series

NameAdvances in Educational Administration
Volume8
ISSN (Print)1479-3660

ASJC Scopus subject areas

  • Education
  • Public Administration

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  • Cite this

    Federmeier, J. A., & Clift, R. T. (2006). Personal, Professional, Technical, and Institutional Factors Involved in Developing a Computer-Intensive English Curriculum. In S. Tettegah, & R. Hunter (Eds.), Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools (pp. 271-286). (Advances in Educational Administration; Vol. 8). https://doi.org/10.1016/S1479-3660(05)08018-2