Home PublicationsJRTEPast IssuesVolume 39 Number 3: Spring 2007

	Edited by Dr. Lynne Schrum, George Mason University
formerly Journal of Research on Computing in Education

Volume 39 Number 3 Spring 2007

Beginning Teachers' Technology Use: First Year Teacher Development and the Institutional Context's affect on New Teachers' Instructional Technology Use with Students

Jon M. Clausen
Ball State University

Abstract

This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their instructional decisions about technology use with students. Results underscore the challenges many beginning teachers face and how those challenges affect instructional decisions of beginning teachers. Results also stress the importance of the institutional context in valuing beginning teachers' instructional decisions about technology use with students.

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Contributor

Jon M. Clausen is an assistant professor in the Department of Educational Studies at Ball State University. His research interests include teacher development and technology integration into teachers' instructional practice.Current projects involve examination of how institutional contexts are affecting instructional efforts to integrate technology. (Address: Jon M. Clausen, PhD, Ball State University, Teachers College, Department of Educational Studies, TC 820, Muncie, IN 47306.)

Copyright 2007, (International Society for Technology in Education). All rights reserved.