Teachers and Technology

Abstract

This article reports the findings of a study conducted with 10 teachers who experienced perspective transformations as they learned to use educational technology and integrate it into their classroom teaching. The research used a mixed-methodology approach and combined data from reflective journals, a teacher questionnaire, semistructured interviews, and research field notes. Analysis of these data identified themes related to perspective transformations. Sample participant comments are presented to illustrate the themes and corresponding perspective transformation elements.