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

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).

Citation

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