In my November column
(, I discussed how the deployment of classroom technology shapes, and is shaped by, curriculum and methodology. This month, I'd like to examine some models for deploying classroom technology more closely.

By using the word "model," I don't mean to imply there's a formula that can be dropped into place and work optimally in any classroom. Furthermore, as I mentioned in November, nothing should be put into place until issues of methodology and curriculum have been addressed to determine how the technology will be used in the


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