Weathering e-motions when integrating technology

There’s a lot going on regarding Integrating Technology, discussion, debates, what type of machine is best to use? Will students stop reading and writing? Will they use books? But in my view, there’s one participant in this whole story who’s being left behind, or at least not receiving the necessary attention. Teachers. A lot is being said about Integrating Technology but if we don’t payattention to what teachers feel and go through, computers will fill in classrooms but we won’t be able to make the most of what they can bring into education. It is the teaching not the technology we need to focus on.

1.       Teachers: change agents who can transform practices constructing more active, creative & socially interactive approach through use of technology.
2.       Positive teacherattitudes towards computing are critical if computers are to be effectively integrated into classroom settings.
3.       Studies have found that teachers may accept that computers are valuable for education in general but they are not so accepting when it comes to their own classroom, they do not see why it should be in theirs.
4. What are you going to do?
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5. I decided to do my own littleresearch and placed the following question in two social networks I participate, Facebook and Quora and got a number of interesting answers.
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6. With this and other research I found the following concepts.
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Technology integration is a complex phenomenon that involves understanding teacher’s motivations, perceptions and beliefs about learning and technology. I believeTechnology integration has everything to do with pedagogy and little with technology itself,.  Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Efforts should be made not only on acquiring more machines for classrooms but also on providing teacher training so that they can develop teaching strategiesthat complement technology use within the curriculum.
In trying to understand the process teachers go through when acquiring new skills and knowledge I found the theory on transformative learning which accounts for several phases.
7. Phases of perspective transformation. Mezirow’s theory describes the process which leads the learner to re-evaluate past beliefs & experiences which can producechange in assumptions, perspectives and behavior. Adult learners critically examine beliefs, assumptions & values as they acquire new knowledge & experience. This re-frames perspectives, circumstances & subsequent actions.
• Disorienting dilemma: uncertainty.  One of the most common reasons for teacher’s negative attitudes is the lack of knowledge & experience in the area. Lack of confidence canbe one of the mayor causes of resistance to using computers. Reducing uncertainty is one of the first steps to becoming a confident & competent user.   
• Self examination: doubt – anger. Critical reflection on assumptions & beliefs may generate doubt and even anger. Change implies “work” and many shy away from this, in others it could translate into anger. Sometimes we might feel that changeimplies we are doing something wrong, this is not true. The correct approach is that we change because we want to evolve. To resolve the ensuing discomfort, the learner engages a critical examination of the assumptions that underlie his/her role, priorities, attitudes and beliefs.  This process can be acutely threatening to the learner.  
• Assessment of assumptions: denial.   Teachers mayfeel overwhelmed or intimidated by technology in some cases this transforms into some form of denial. Another element that might generate denial is the perception of time constraints, the irony is...maybe it will take more time at the start, but as with any other approach or technique we might try, the truth is, once you start to feel a more confident this will lead to saving of time. Some...