How do classroom teachers envision new technologies within their practice? In the conversation
on incorporating new technologies into classrooms teachers are often sidelined. Envisioning
New Technologies in Teacher Practice looks at the complex ways in which teachers move forward
to embrace change as well as how they circle back continually revising their practices while
subtly resisting change. In addition to examining how teacher identities change over time the
book also reveals how they can be changed. Co-authored by a university research team - four
teachers a principal and LWL's pedagogical leader - the book discusses the professional
development model that emerged and foregrounds how a teacher action research component
contributed to teachers' - and students' - learning.
