Faculty Publications

Title

Disciplinary differences and the integration of technology into teaching

Document Type

Article

Journal/Book/Conference Title

Journal of Information Technology for Teacher Education

Volume

3

Issue

2

First Page

175

Last Page

186

Abstract

The preparation of teachers involves academics from across the disciplinary spectrum but research on the differences between academic disciplines has revealed that a faculty member’s discipline is a major factor in shaping the several aspects of course planning and teaching. The purpose of this paper is to present a model for investigating disciplinary differences as they may relate to teaching with technology, thereby enabling more effective integration of technology into the curriculum. Components of the model include: the structure and ethos of the discipline; preparation for, and experience as, a teacher; faculty assumptions about students; faculty beliefs and perceptions about technology; and the environmental context. © 1994 Taylor & Francis Group, LLC.

Original Publication Date

1-1-1994

DOI of published version

10.1080/0962029940030205

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