Educational technology professional development as transformative learning opportunities

Abstract

The call to integrate technology into education can be used as a starting point for educators' professional growth. Looking at teacher preparation and professional development as much more than technology training, this research bridges the literature and practice of faculty development in educational technology with adult education's transformational learning theory. Research conducted in graduate education courses in educational technology reveals themes of change in their perspective of their profession and educational practice. Technology learning can sometimes be intimidating or frustrating. This article highlights the study's significance of adult learning theory for teachers' professional development and classroom practice particularly in learning to cope with new knowledge bases and incorporating them into practice. © 2002 Elsevier Science Ltd.