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What's In, What's Out - An Analysis of State Educational Technology Plans

by Yong Zhao & Paul Conway - January 27, 2001

This paper presents an analysis of dominant discourses in state educational technology plans. The potential pedagogical, political, and financial implications of state technology plans were the impetus for the current study. Our primary purpose is to understand the views promoted in these plans. The promotion of some ideas automatically implies demotion of some others. We are thus also interested in finding out what ideas are missing. We hope that, by highlighting both the prominent and missing ideas about educational technology in state technology plans, we have presented some insights that will be beneficial to policy makers, teachers, and researchers. There are four important dimensions of educational technology: technology, students, teachers, and educational goals. How each of the aspects is viewed and presented in the technology plans influences decisions on hardware and software purchases, strategies for teacher professional development, formulation of teaching objectives, as well as development of learning opportunities for students. Our analysis concentrated on views of these dimensions, specifically on the views endorsed and ignored by the technology plans.

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Cite This Article as: Teachers College Record, Date Published: January 27, 2001
https://www.tcrecord.org ID Number: 10717, Date Accessed: 9/19/2021 9:29:45 PM

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About the Author
  • Yong Zhao
    Michigan State Univeristy
    E-mail Author
    Yong Zhao (http://zhao.educ.msu.edu) is assistant professor of Technology in Education and Educational Psychology at Michigan State University. His research interests include the impact of technological innovations on education, teacher adoption of technology, and network-based learning environments. His recent publications include “Teaching and learning: Whose computer is it?” (Zhao, Tan, & Mishra, 2000) in the Journal of Adolescent & Adult Literacy (Available at: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/jaal/12- 00_Column/index.html and “A Clubhouse is a Clubhouse, a Clubhouse” (Zhao, Mishra, & Girod, 2000) in the Journal of Computers and Human Behavior.
  • Paul Conway
    National University of Ireland
    E-mail Author
    Paul Conway is a faculty member in the Education Department at the National University of Ireland, Cork. His research interests include educational reform, language and literacy, and teacher learning. Recent articles include "Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education" (Conway, 2001), in Teaching and Teacher Education, 17, 1, 89-106 and "School's Information Technology (IT) 2000: Technological innovation and educational change" (Conway, 2000), in Irish Educational Studies, 19, 227-244.
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