Abstract
When technology is integrated effectively into classrooms there is strong positive impact on student achievement. However, there is still a great divergence between what enthusiastic advocates think technology will do for education and what is actually being accomplished. The primary objective of this study was to identify the concepts and knowledge that teachers who are experts in technology integration consider to be essential for successful technology integration, and to examine how these teachers characterize this conceptualization in their design and practice of instruction. The conceptual knowledge of these expert teachers was compared to the knowledge of teachers who are not technology experts to identify knowledge that should be highlighted in technology training sessions. Study findings indicate a significant difference in the knowledge organization of technology experts and novices with the experts focusing on conceptual issues such as challenges; technology as a stimulant to change in the learning environment; new opportunities; and effects of technology integration on the learning environment while novices tended to focus on lower level procedural skills required to use the technology.
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