ABSTRACT
Unlike the design and development models often presented in programs preparing educational technologists and instructional designers, Tennyson’s model depicts many interactions and overlapping concerns among the various clusters of activities. Linking the technology to the purpose and associated user activity is one way to identify how to evaluate alternative technologies and their affordances. While some technologies simply replace an existing task or activity with an automated version, others require teachers to change how they interact with students and how they select and use resources and occasionally reconceptualize their roles and obligations as teachers. A user-centered technology innovation approach will involve these key persons in the decision and planning processes leading up to the use of a new technology.
