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Introducing Social Software to K-12 Teachers in a Research Setting

Introducing Social Software to K-12 Teachers in a Research Setting

Twelve K-12 teachers who were enrolled in a graduate qualitative research course were introduced to collaborative software to use as part of work on group research projects. Data were gathered from one-on-one interviews, technology use surveys, and instructor reflections. Three themes appeared: a) the importance of developing learning communities when using these tools; b) overcoming inertia needed to gets students to learn new software; and  c) the conflict of technology use with instructional approaches.
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