Accepted Papers from TCEA Symposium 2007

Seven Best Practices of Ten Effective
Teacher Technologists

Jennifer Herring
University of Illinois at Springfield

ABSTRACT: This study explored the best practices of ten teacher technologists in two school settings, clarifying the role of the teacher technologist, investigating the need for both formal and informal teacher technologists. Ten teacher technologists were interviewed face-to-face three times each and observed at least once in their classrooms using the transcendental phenomenology research design. The results of this study revealed that the role of the teacher technologist was that of a fast technology problem solver. Although the schools lagged in adequate technology and/or teacher training, students and teachers used the technology available. Teacher technologists used the Internet to build and evaluate curriculum. Most students were using tool software with project-based activities. Teacher technologists shared what they knew with students and other teachers, and students shared their technology knowledge with teachers. The conclusion of this study was: technology and constructivist teaching are compatible; technology is a tool; new approaches to professional development are needed; and hardware and software should be standardized for maximum use. It was recommended the schools employ at least one fulltime formal teacher technologist whose main role is to assist teachers in technology classroom incorporation and that the schools form teams of informal teacher technologists. It was recommended that the public middle school academy in this study purchase one laptop for each student.