Understanding Educators as Adult Learners in Transformation: Facing the Professional Development Challenges of Educational Technology

Abstract

School leaders can benefit by considering their faculty as adult earners in transformation while they are learning educational technology. In this article a Journey of Transformation model is presented to assist school leaders in meeting the challenges of the postinformation age. The model is grounded in transformational learning research and presented utilizing the descriptions of participating teachers. Faculty members’ strategies and processes for coping with educational technology learning are discussed. The article concludes with suggestions for school leaders as they address challenges posed by technology for education.