Technology Integration in Communities of Practice



Week three of my Masters class required me to analyze a technology integration survey. The survey, which I developed, was designed to help answer the question of what community practices within technology integration were prevalent within a building. The bases of this survey was to uncover results from what Michaela Borg describes as the “apprenticeship of observation” with the premise that as observers of education, often times teachers, refer back to their own experiences of being a student themselves.  These references are based on observations, without knowledge or understanding of what takes place in a teachers mind. Although instructed otherwise within their educational courses or going against their own personal beliefs, teachers adjust their practice premised from these old observations (Borg, 2004). This concept exist not only within observation periods, but often times within our own individual school communities, allowing for similar practices of reverting to social pressure or what is traditionally done when using technology. When we build an understanding of these practices, we contextualize what determines our integration of technology. This knowledge is a key facilitator in changing the use of or trying new technologies in order to break free of these observational pitfalls. Intended use of technology, as we know, is an essential component of the TPACK framework (Koehler & Mishra 2008). Please explore with me the survey results I have uncovered and my analysis of these results. Share with me your insights and how these results compare with your own community of practice.



Borg, M. (2004). The apprenticeship of observation. ELT Journal, 58(3), 274-276. Retrieved from

Koehler, M.J., & Mishra, P. (2008). Introducing TPCK.



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