Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment

Autor/inn/en	Olmanson, Justin; Abrams, Sandra Schamroth
Titel	Constellations of Support and Impediment: Understanding Early Implementation Dynamics in the Research and Development of an Online Multimodal Writing and Peer Review Environment
Quelle	In: E-Learning and Digital Media, 10 (2013) 4, S.357-377 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2013.10.4.357
Schlagwörter	Writing (Composition); Peer Evaluation; Electronic Learning; Educational Technology; Middle School Teachers; Secondary School Teachers; Middle Schools; High Schools; Program Implementation; Teaching Experience; Barriers; Technology Integration; Teacher Attitudes; Influences; Expectation; Faculty Development; Observation; Semi Structured Interviews; Illinois; New York + Suchen Sie Ihr Suchwort? Schreibübung; Unterrichtsmedien; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; Oberschule; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Expectancy; Erwartung; Beobachtung
Abstract	In this article, the authors trace teachers' experiences while participating in an educational technology development and research project focused on the creation and use of an online writing and peer review environment. They follow teachers from their initial expectations of the program, to their response to professional development training sessions, planning sessions, student account setup, and to their initial attempts at utilizing the digital learning environment in the classroom. In so doing, the authors suggest that the path toward and away from successful classroom implementation of emerging learning technologies is a multiple, shifting, and interrelational one, influenced by constellations of factors including affect, administrator support, student buy-in, research and development team knowledge and availability, district priorities, and the amount of upheaval in the personal lives of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10