ABSTRACT
In this chapter, Liz Sproat argues that it is because 'the majority of technology initiatives have been too focused on the technology itself, rather than the positive outcomes it can bring about'. For Sproat, the situation is exacerbated by the 'ill-designed technology' available; some devices are too expensive for schools to adopt wholescale, and this significant outlay is further compounded by the huge costs attached to training teachers to use them effectively. The world has seen an explosion in the use of technology in our daily lives, and the most popular devices are invariably simple and reliable to use. Once schools establish a common language and vision about the role of technology in the classroom then stakeholders and educators can begin to form new mental models about what student learning could look like. As technology develops faster and replacement cycles become even more compressed, schools will need to adapt and adjust even more rapidly.
