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McCarthey, Sarah Hsiung, Yu-Lu 2015-09-25T19:54:48Z 2015-09-25T19:54:48Z 10000-01-01 2007 2007 Compared to acceptance and cover story, resolution of tensions occurred very rarely due to the teachers' lack of language for thinking critically about educational technology. Also, educational systems allowed very little space for teachers to question and resolve conflicts, resulting in limited teacher experience in this regard. To counteract these issues, the author recommends that preservice programs help novice teachers become critical thinkers of educational technology by emphasizing (a) understanding of the nature of the relationship between education and technology, (b) recognition of tensions and possible responses, and (c) conscious planning of tactics. The validity and limits of the Professional Knowledge Landscape framework are also discussed. Made available in DSpace on 2015-09-25T19:54:48Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3269917.pdf: 5065789 bytes, checksum: cb9f14e51d25d9ebfcdb047d8590b9f6 (MD5) Previous issue date: 2007 Embargo set by: Seth Robbins for item 81263 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 194 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. http://hdl.handle.net/2142/79981 (MiAaPQ)AAI3269917 eng Education, Elementary Technology in Teachers' Work Lives: Tensions and Tactics text Ph.D. Elementary Education Elementary Education University of Illinois at Urbana-Champaign Dissertation