TY - CHAP
T1 - Personal, Professional, Technical, and Institutional Factors Involved in Developing a Computer-Intensive English Curriculum
AU - Federmeier, Judith A.
AU - Clift, Renee T.
N1 - Funding Information:
In this chapter, we provide a detailed account of one high school English teacher's (Judy's) decision to create a computer-intensive environment for all of her high school English classes, the people and the factors that made this possible (including Renee's role within the process), and what we have, jointly, learned from this experience. We first worked together because of our participation project funded by the U.S. Department of Education that we called METER (Mathematics, English, Technology Educational Resources). After the METER funding ended, we continued to meet to talk about what we had learned and were continuing to learn about improving school-based and university-based instruction with and without using technology. Many of our data points for this chapter come from ourselves, our evaluation reports for a project in which we both participated, and the technical reports of people who have collected and analyzed data on us. Judy was a co-author of several evaluation reports and was also one of the subjects for a technical report and an early research report. Renee was a project director and helped supervise the creation of the technical reports and the early research report, and she was also responsible for annual evaluations of the entire project. To prepare this chapter we reviewed our notes, the annual evaluations, and the technical reports. All technical reports can be found at http://www.ed.uiuc.edu/meter/ . We then constructed a joint narrative of our experiences in which Judy's voice predominated, followed by a summary of what we have learned, incorporating our work with that of other recent technology integration projects.
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2006
Y1 - 2006
N2 - 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).
AB - 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).
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UR - http://www.scopus.com/inward/citedby.url?scp=33645938602&partnerID=8YFLogxK
U2 - 10.1016/S1479-3660(05)08018-2
DO - 10.1016/S1479-3660(05)08018-2
M3 - Chapter
AN - SCOPUS:33645938602
SN - 0124695612
SN - 9780124695610
T3 - Advances in Educational Administration
SP - 271
EP - 286
BT - Technology and Education
A2 - Tettegah, Sharon
A2 - Hunter, Richard
ER -