The studies, as well as the discussions, focus on the modifications that the different teachers made in their teaching when moving into a networked classroom. These modifications ranged from adopting the role of a supporter rather than a leader to writing lesson plans incorporating more student writing. How easily the teachers adapted to the new setting depended to a great extent on the teacher's mental models of teaching and learning. Self-awareness proved to be an important factor in determining how readily teachers embraced the pedagogical changes offered by the computer classroom.
| studies | theory | practice | transition | technology | benefits of using technology | instruction | setting | students | introduction |