Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

A New Role in Facilitating School Reform: The Case of the Educational Technologist


by Judith Davidson — 2003


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase A New Role in Facilitating School Reform: The Case of the Educational Technologist
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 105 Number 5, 2003, p. 729-752
http://www.tcrecord.org ID Number: 11138, Date Accessed: 12/11/2017 2:11:09 PM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Judith Davidson
    University of Massachusetts at Lowell
    E-mail Author
    JUDITH DAVIDSON is an assistant professor in the Leadership in Schooling Program of the Graduate School of Education at the University of Massachusetts at Lowell. She is a qualitative researcher with interest in the ways educators manage change in varying educational settings. The author of Living Reading: Exploring the Lives of Reading Teachers, an ethnographic study of reading teachers and the ways they construct literacy within their professional organizations, she has recently completed research that focuses on technology integration K–12 as systemic reform. Using data from this study, the Hessen Model School Partnership, in ‘‘A New Role in Facilitating School Reform: The Case of the Educational Technologist’’ Davidson uses the classical sociological tools of role, time, and space to examine the ways that a new school role is formed (the educational technologist) and the impact that the process of formation has on the traditional structure of school roles. In this article the author demonstrates the critical nature of role formation processes in school reform initiatives and suggests that a richer understanding of these processes would have benefit to those engaged with reform implementation, as well as those concerned with measuring the penetration of reform initiatives.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS