Dez razóns polas que o profesorado novo non emprega a tecnoloxía

Interesante artigo que se complementa con este outro donde se describen as oito fases no emprego da tecnoloxía.

Stage	Definition	Dominant Attitude	Coaching Should Address:	Training Should Address:
1. Resistance	Teachers avoid using the new technology	Antagonistic	Reassuring teachers that things will be fine and asking for teachers to develop a framework for adoption -- great teachers need to be asked for input early on rather than being told what to do	How the devices are used (with concrete examples to quality pedagogy). I found that asking a "low-tech" teacher with great pedagogy to help develop training was a way to get tech-resistant teachers on board because they felt validated.
2. Awareness	Teachers begin to be aware of how technology might work in a positive way	Cautious but open-minded	Helping teachers to see the value of using technology. As a coach, this is a chance to say, "I'd love to model a lesson in your class and you can let me know what you think of it."	The potential uses of technology that can hook into the teacher’s current pedagogical expertise. Teachers need to be affirmed as much as challenged.
3. Experimentation	Teachers try it out. This is sort-of a “tech tourist” phase, where the tech is still an event.	Curiosity	Allowing teachers to be creative and giving them more playtime / sandbox experiences. As a coach, you get a chance to observe the teacher using the tech in a lesson and affirm how he or she is doing.	Helping teachers make something tangible with technology -- the power of tech-integrated creative work
4. Adoption	Teachers finally decide to use the technology regularly as more than just an event.	Excitement	Setting up systems, expectations, self-directed learning while also addressing a few of the teacher paradigm shifts (such as student-directed learning)	Designing systems for the integration of technology (with an emphasis on student learning) along with the integration of tech into lesson planning
5. Substitution	Teachers begin using the technology for everything	Optimism	Helping teachers see where the technology fits in with the pedagogy -- challenging them to see where failure might occur	A blend of learning to use technology, planning curriculum with technology and pushing teachers to think about when “low-tech” works best
6. Disillusionment	Teachers realize that the technology isn’t perfect	Frustration	Giving them permission to be frustrated and scale back; helping to push a growth mindset that sees mistakes as a natural part of the process	Guiding teachers to develop a plan for when tech works best and when it fails
7. Integration	Teachers start choosing the technology wisely	A Sense of Normalcy	Careful examination of the pedagogy and the technology with an emphasis on how they can try new things (such as PBL) -- pushing them so they don't get too comfortable	Allowing teachers to work collaboratively on larger tech-integrated project-based units (i.e. a design thinking project) along with a vision of the connective and creative power of technology
8. Transformation	Teachers begin leveraging technology to its full potential -- students using it in a more creative, connective way	A Mix of Critical and Optimistic About Technology	Getting teachers to see how technology is shaping our world (in good and bad ways) and helping them develop a vision and framework for a better pedagogy	Blending media criticism (studying the nature of technology) with projects that leverage the creative and connective power of technology; allowing these teachers to help lead and train other teachers

 NOTA O concepto de tecnoloxía ao que se refiren os artigos é o que coñecemos como tecnoloxía educativa, e decir, os medios que podemos empregar nas actividades educativas. Non debe entenderse como a tecnoloxía como obxecto de coñecemento ou contido educativo