Tools, tasks, and strategies: Achieving technology tool independence in the classroom
Abstract: Teachers are provided with technology tools that range from the very simple to the very sophisticated. Often, when they receive professional development for a technology tool, they learn how to use it in only one context, and they never apply it to support additional learning activities. In order for teachers to learn to use technology tool to support learning goals that diverge from the original design, they must first master the tool, second, master their instructional environment, and third, be able to design new and creative ways of achieving a learning goal by adapting a tool to a novel use. This high level of mastery is termed by the author as "tool-task independence". This paper introduces the Tool, Task, and Strategies Framework as one approach for achieving tool-task independence.
Presider: Olga Kosheleva