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Software Infrastructure for Teachers: A Missing Link in Integrating Technology with Instruction


by Yao-Ting Sung & Alan Lesgold — 2007

Background: Based on analyses of the difficulties encountered during the process of integrating technology into instruction and the efforts made by researchers to overcome barriers to such integration, we propose that the efforts made to date (e.g., increasing the availability of computer equipment and enhancing computer literacy, support, and training) are not sufficiently comprehensive to achieve the goals of improving teaching efficiency and developing innovative teaching methods.

Objectives: The objective of this research commentary is to highlight the importance of the software infrastructure for teachers (SIT) to promoting the integration of information technology into instruction.

Research Method and Design: A critical synthesis was conducted on the literature of using computer technology for learning, teaching, and teacher professional development.

Conclusions: This study points out the features of SIT, the benefits of using SIT, and the possible approach to the development of SIT, and highlights some problems that have yet to be solved.



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Cite This Article as: Teachers College Record Volume 109 Number 11, 2007, p. 2541-2575
http://www.tcrecord.org ID Number: 14536, Date Accessed: 10/16/2017 10:08:54 PM

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About the Author
  • Yao-Ting Sung
    University of Pittsburgh and National Taiwan Normal University
    E-mail Author
    YAO-TING SUNG is an associate professor of the Department of Educational Psychology and Counseling, National Taiwan Normal University. His research interests include computer-assisted learning and using technology for teacher professional development. His recent publications include “The Design and Application of a Web-Based Self- and Peer-Assessment System” and “Web-Based Collaborative Inquiry Learning.”
  • Alan Lesgold
    University of Pittsburgh
    E-mail Author
    ALAN LESGOLD is professor and dean of the School of Education at the University of Pittsburgh. He received his Ph.D. in psychology from Stanford University in 1971 and also holds an honorary doctorate from the Open University of the Netherlands. In 2001, he received the APA award for distinguished contributions of applications of psychology to education and training. In 1995, he was awarded the Educom Medal. He currently is president of the Applied Cognitive Psychology division of the International Association for Applied Psychology. Lesgold is a Lifetime National Associate of the U.S. National Research Council (National Academies).
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