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This book explores how teachers can navigate the complex process of
managing change within the classroom. The chapters highlight the
new challenges that have arisen with the emergence and introduction
of educational technology as teachers find themselves having to be
responsive to the needs and demands of multiple stakeholders.
Traversing a range of conceptual, disciplinary and methodological
boundaries, the editors and contributors investigate the tensions
that impinge on research-based change and how to integrate directed
changes into their education system and classroom. Subsequently,
this volume argues that posing these questions leads to increased
understanding of the possible long term effects of educational
change, and how teachers can know whether their solutions are
effective.
This book explores how teachers can navigate the complex process of
managing change within the classroom. The chapters highlight the
new challenges that have arisen with the emergence and introduction
of educational technology as teachers find themselves having to be
responsive to the needs and demands of multiple stakeholders.
Traversing a range of conceptual, disciplinary and methodological
boundaries, the editors and contributors investigate the tensions
that impinge on research-based change and how to integrate directed
changes into their education system and classroom. Subsequently,
this volume argues that posing these questions leads to increased
understanding of the possible long term effects of educational
change, and how teachers can know whether their solutions are
effective.
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