Disciplinary differences and the integration of technology into teaching
Journal of Information Technology for Teacher Education
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
DOI of published version
Waggoner, Michael D., "Disciplinary differences and the integration of technology into teaching" (1994). Faculty Publications. 4351.