ABSTRACT

Since the 1980s, research about technological integration in education has relied on models that position teachers as inherently anxious and/or resistant. These models posit that the key to successful preparation and development is helping teachers accept that they must abandon their concerns and use these technologies regardless of personal and contextual circumstances. This article has three purposes. First, it offers a critical view of these linear models; second, it proposes a model based on concepts of intra-activity and on-going becomings in human/non-human interaction. Third, the article uses examples from data from rural English language arts teachers in the United States working to integrate technology into their teaching to illustrate how intra-activity and on-going becomings offer a helpful contextualised, identity-based framework for thinking about teacher-technology collaboration over traditional models. The article ends with suggestions for adopting the concept of intra-active entangled becomings into formal teacher learning about technology integration.

摘要

自1980年代以来，关于教育中的技术整合的研究一直依靠将教师定位为天生焦虑和/或抗拒的模型。这些模型假定成功的准备和发展的关键是帮助教师接受他们必须放弃自己的担忧并使用这些技术，而不论个人和背景情况如何。本文有三个目的。首先，它提供了这些线性模型的批判性视图；其次，它提出了一个基于人类/非人类互动中的内部活动和持续变迁的概念的模型。第三，本文使用了来自美国乡村英语艺术老师的数据示例，这些数据致力于将技术整合到他们的教学中，以说明内部活动和持续的学习如何提供有用的背景信息，基于身份的框架，用于考虑传统模型上的师生合作。本文最后提出了建议，将互动式纠缠概念引入正式的教师学习技术集成的过程中。