The integration of technology into the classroom
infers changes in the role of teacher with two emerging
tensions. The first tension is between the idea of technology as a tool providing technical proficiency and
efficiency and the vision of technology as a catalyst for
educational reform. The second conflict is between the
traditional culture of schooling and life in classrooms
and the anticipated transformed culture. This article
focuses on data found during three separate case
studies involving the implementation of technology in
a grade school, a high school, and a university. Significant questions raised relate to teacher beliefs about
the culture of classrooms and schools, specifically
about relationships with students. Recommendations
for policy and practice include the importance of a
clear purpose for the implementation of technology
and an understanding of classroom culture.
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