Persistence and Motivation: A New Teacher's Path to Technology Infusion

This case study examines a new teachers beliefs and perceptions about how and why technology can and should be used to support student learning. A middle school science teacher reflected upon her preparation for and applications of technology in her classroom. Data were generated through e-mail exchanges over the course of several months. Qualitative analysis identified themes including a nontechnology focus, expectations, rationale, impact, and beliefs and learned lessons. Findings suggest that for this teacher persistence was critical to learning in absence of pre-service or in-service learning opportunities in the effective application of technology to support learning. It is recommended that technology-oriented staff development incorporate theory, guidelines, models, and illustrations for effective and meaningful applications. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: < getinfo@haworthpressinc.com > Website: < Error! Hyperlink reference not valid. >]