Abstract :
Past and present research has provided evidence to support the claim that
technologies for teaching and learning must be pedagogically sound. However,
educational technologies are also part of a complex process involving the
people in the implementation of the innovation. In this paper, I review existing
research and explain what both of those claims entail for educational
technology. In the remainder of the paper, I discuss the research agenda related
to the need to provide evidence that technology innovations are successful in
the implementation process. Implications of this three-part model as well as a
discussion of the importance of technological pedagogical content knowledge
conclude the paper.
