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Effective professional development experiences can help teachers integrate advanced technological tools over the long term into their classroom practice. These efforts are challenged by educational policies that redefine student learning as a knowledge production task, while many advanced technological tools develop student understanding in ways not currently assessed by these productivity measures. This study describes the case of a Native American teacher working with elementary aged students five years after attending a successful summer workshop on using advanced visualization tools. It describes the ways in which he negotiates the collision between the demands of the productivity curriculum and a more human educational agenda. This case illustrates the way in which teachers engage in constructing their own program of professional development.


This article was submitted to the Berglund Interface Journal, but it was not reviewed before that journal completed its operations.

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