The integration of learning technologies into high school classrooms is being promoted and supported around the world. This journal article outlines a qualitative study of high school teachers' perceptions of learning technologies. Underlying the study was a theoretical background that highlighted the importance of appropriate perceptions to successful integration of learning technologies into classrooms. A limited number of different perceptions of learning technologies were identified. This article provides strong support for the necessity of professional development for teachers. This article is from the electronic journal, Educational Technology & Society.
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Part of the Starting Point collection. The Starting Point collection includes resources addressing the needs of faculty and graduate students designing, developing, and delivering entry-level undergraduate courses in geoscience.
