Despite the great expenditures on hardware, software, and programs, research indicates that teachers inconsistently integrate technology into lessons. Students are not routinely taught or required to use technology in meaningful ways. This work explores the instructional design decisions of teachers as they integrate technology into everyday classroom instruction and student learning activities. Using a think-aloud lesson design protocol, a debriefing interview, and a background questionnaire both how and why teachers integrate technology into their instructional practices is well documented and discussed. Practical suggestions for improving the pre-service and the in-service technology integration preparation of teachers are offered. This analysis and discussion should be particularly helpful to pre-service and in-service teacher educators, school administrators, and practicing teachers.

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BoD - Books on Demand
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Doctorate in Instructional Technology, Wayne State University;Master of Healthcare Administration, Brigham Young University;Bachelors of Arts in English and History, Michigan StateUniversity. Susan has practiced as a secondary school teacher andas a corporate instructional designer. Contact her at:susan.hart.phd@gmail.com