Blog 2

In a society which has a growing dependence on technology and computers, are teachers’ changes in their teaching style directly affected by the prevalence of technology and computers? This study looked into this very question. They separated teachers by their instructional style into three categories; non-constructivist, or instruction based, weak constructivist and substantially constructivist. In asking a certain set of teachers if they felt that their style of instruction had changed over the years and if so, was technology a catalyst for that change, they got similar answers across the board. Many teachers said that their style of teaching changes over time with reflection and new research. However, when considering technology as a catalyst, they felt that it was not the catalyst for change but more of a direction in which they can take their teaching style after deciding to make a change.
I feel that although technology may not be the catalyst for change, the direction in which teachers take after making a decision to change is based mainly on their own teaching philosophy and education. Teachers who are less comfortable with technology will be less likely to consider technology as a direction in which to take their teaching. On the other hand, teachers who are more comfortable with technology will be more open to technology as an option. This could be due to both generational differences in teachers and availability of training and equipment.