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Integrating technology in the classroom: Favourable conditions for teachers' upward development trajectories
Teacher change
Technology integration
Technology in the classroom
Issue Date: 
Paper presented at the 18th International Conference on Computers in Education (ICCE 2010), Putrajaya, Malaysia, 29 November to 3 December 2010
In this paper, we study developmental trajectories of three teachers as they
integrate GroupScribbles (GS) technology in their classroom lessons over the period of
about one academic semester. Coherency diagrams are used to capture the complex
interplay of a teacher’s knowledge (K), goals (G) and beliefs (B) in leveraging
technology effectively in the classroom. The degree of coherency between the KGB region and the affordances of the technology provides an indication of the teacher’s
developmental progression through the initiation, implementation and maturation phases of using technology in the classroom. Our analysis of these three teachers’ trajectories suggests that initial high coherency in a teacher’s KGB region and having students who have already been enculturated with the technology-enabled pedagogies accelerate upward developmental trajectories in integrating technology in the classroom.
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