Layers and links: Learning to juggle 'one more thing' in the classroom

Deborah Lynn Schussler, Inge R. Poole, Tracy W. Whitlock, Carolyn M. Evertson

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

This paper presents a model-hypertextual function-to consider teachers' thinking, practice, and development in the use of technology. Hypertextual function is a multi-dimensional model linking a teacher's knowledge about students (familiarity) and technology (facility), with a teacher's teaching practice of integrating technology with content (transparency) and across disciplines and experiences (connectivity), and a teacher's sense of support (collegiality). Additionally, a teacher's context affects each of these. Such a model is important as technology becomes more pervasive and integrating technology into classrooms adds another layer of complexity to teaching. Case studies and graphic representations of the proposed model are presented.

Original languageEnglish (US)
Pages (from-to)572-585
Number of pages14
JournalTeaching and Teacher Education
Volume23
Issue number5
DOIs
StatePublished - Jul 1 2007

All Science Journal Classification (ASJC) codes

  • Education

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