Learning Lockdown: The Disconnect Between Preservice Preparation and Permissible Technology Practice in Schools
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Bronack, S., Greene, M., Riedl, R., Tashner, J. & Zimmerman, S. (2004). Learning Lockdown: The Disconnect Between Preservice Preparation and Permissible Technology Practice in Schools. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 1108-1112). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13615.
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
The authors surveyed technology directors in 7 local school districts to understand the impact of computer security policies on the integration of computer technologies into classroom learning environments. The data suggest that well-intentioned policies and practice may be adversely affecting the ways teachers and students use instructional technologies in local schools. Fear of exposing schools to the ills of the connected age is prompting decision-makers to react, first, to the possibility of threats. Districts must consider carefully the implications of restricted technology practices related to the development of knowledge and skills needed by students in the 21st century. Teacher preparation programs must also examine program expectations with respect to district policies and practices for technology integration.
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Template Scale for the Evaluation of Educational Web Sites
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