Abstract:
Education is constantly being adjusted to incorporate new technologies, and the impetus to learn and implement these new technologies often falls to teachers. As each new technology advances farther than those preceding, we must continue to interrogate the relationship between these technologies and those tasked with their usage. This study asked how French teachers at the University of Oregon feel about the current and future state of technology in their pedagogy, and found that there is a perceived lack of professional development support, but that these teachers see value in emerging technologies. This study also found that teachers value the input of and collaboration with other teachers, and that often co-operation is the most successful avenue to promote teachers’ knowledge of and comfort with new technologies.