Shifting Classroom Teacher Perceptions of Learning Technologies through a Community of Practice and Community-Embedded Approach
Abstract: The intimidation and anxiety that so many classroom teachers experience are recognized as not merely undefined angst and self-efficacy based concerns related to a comfortableness associated with giving up a sense of teacher control and becoming more comfortable with the conception of a facilitative philosophical belief wherein the classroom teacher is recognized as a professional, but a professional who is not mandated to have all the answers, all the time. Throughout a qualitative multiple case study experience, the findings suggest that the experiences of classroom teachers experiencing blended and online graduate course that embedded technological experiences as inherent within the course assignments as well as the purpose of the technology assignments shifted the participant’s self-labeled intimidation and anxiety associated with learning technologies.