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Driving into the Gap: Decision-Making for Infusing Technology in Schools
Abstract
This chapter explores the perceptions of technology held by professionals in two distinctly different districts in the Midwest. Drawing upon Deanna Bogdan's work with the gap and continuum theories, as well as the influential work of Marshall McLuhan, the authors identify how the perceptions surrounding student behavior, technology, and schools' roles in society shape districts' approaches to technology access and use. Underlying all the decisions about technology access is the perception of the school's role in society. In an educational environment that has traditionally defined teachers as gatekeepers of information, technology can provide an interesting dilemma. Positioning technology as an issue of literacy may open a path that makes it easier for schools to travel (Cuban, 2001; Demetriadis, et al., 2003; Leu, O'Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009). In doing so, teachers can provide students with navigational tools that will guide them toward success in the ever-changing, globally connected world.
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