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  |