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EXPERT AND NOVICE TEACHERS TALKING TECHNOLOGY: PRECEPTS, CONCEPTS, AND MISCONCEPTS

When new teachers, teacher trainers, and administrators consider the ways in which technologies can best serve practice, they are wise to turn to experienced teachers and veteran technology users. It is the voices and experiences of these professionals who have worked through the complex processes of adapting curricula, classroom design, dynamics, and teaching approaches that can best inform those new to teaching and learning in general, and teaching with technologies in particular. This study compares and contrasts the "technology talk" of novice and expert teachers of K-8 language and literacy (ESOL). Interview data with eight teachers - two expert (experienced teachers and technologies users), five novice (limited experience in teaching and teaching with computers) and one transitional expert (experienced teacher and non-technology user) serve to illustrate the conceptual and practical differences between those who have adapted technologies as powerful teaching and learning tools and teachers who, in spite of specific formal training in instructional technology, speak about it and its application in starkly contrasting ways. These contrasts are presented as a set of four conceptual continua that can help in explicating novice starting points, transitional issues, and the expertise of computer-using language professionals.