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Using an adapted Hargreaves (2003) model, it presents findings from three schools studying teacher transformation through educational technology adoption. Each school is profiled with participant quotations showing how school culture and school regime relate to differing degrees of transformation and subsequent technology adoption, connecting transformative learning with technology infusion dynamics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-cultures-teachers-and-technology-transformation-issue-2009/598510/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-cultures-teachers-and-technology-transformation-issue-2009/598510.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study distinguish change from transformation?","Question",{"text":112,"@type":113},"It treats change as altering a specific teaching strategy, while transformation is a fundamental shift in how teachers view their roles and their views of teaching and learning processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research questions guide the larger study?",{"text":117,"@type":113},"The study asks to what extent teachers experience perspective transformations from educational technology development, which external factors support or hinder these events, and whether transformative learning is a viable framework for describing the teachers’ technology development.",{"name":119,"@type":110,"acceptedAnswer":120},"How are schools compared in the article?",{"text":121,"@type":113},"Three schools are profiled using direct quotes from participants to show how each school’s culture or regime corresponds to different levels of transformation and technology adoption.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598510,1792165594,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","0  \nCanadian Journal of Learning and Technology /  \nLa revue canadienne de l’apprentissage et de la technologie  \nV35(2) Spring / printemps, 2009  \nSchool cultures, teachers, and technology transformation  \nAuthor  \nAndrew D. Kitchenham is an Associate Professor in the School of Education at the University of Northern British Columbia. Correspondence regarding this article can be sent to:  \n[kitchena@unbc.ca](kitchena@unbc.ca)  \nAbstract: This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003) model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption.  \nRésumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003), les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation desenseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.  \nIntroduction  \nThe following study examined the degree to which technology transforms teachers. That is, to what degree does the use, integration, and teaching of technology tend to cause teachers tore‐examine their practices, their roles in the classroom, and their philosophies of education? A clear distinction is made between change and transformation. Change usually means altering a specific teaching strategy whereas transformation means a fundamental difference in the manner in which a teacher views his or her role as an educator as well as his or her view of teaching and learning processes. In brief, this study suggests that technology transforms teachers a great deal, and that the school culture can affect technology adoption and teacher transformation. This article examines the notion of school culture, technology adoption, and teacher transformation.  \nFraming the Study  \nA detailed discussion of the larger research study from which this study evolved is beyond the scope of this article and is discussed elsewhere (Kitchenham, 2006); however, in the interest of framing this aspect of the study, a brief overview is presented. The central research questions in the larger study asked:  \ni. To what degree do teachers experience perspective transformations due to their  \n1  \neducational technology development?  \nii. Which external factors promoted or impeded the perspective transformation occurrences?  \niii. Is transformative learning a viable research framework to describe the 10 teachers’technology development?  \nFor the purpose of clarity, perspective transformations tend to occur when people become critically aware of how and why their psychocultural assumptions are constrained,[when people] determine what to do to revise those assumptions to make meaning from given situations, and then [when people] take some form of action to incorporate their revised frames of reference. (Kitchenham, 2006, p. 207)  \nIn other words, the perspective transformation is at the heart of transformative learning theory as it deals with pre‐existing assumptions about learning, bringing clarity for resolution of ideas in relation to situational learning, and incorporating those changes into daily teaching (Mezirow, 1991, 1998a, 1998b, 2000, 2003, 2006); all k","cbCaioPkQIiXXCv9","https://ap.wps.com/l/cbCaioPkQIiXXCv9","pdf",225516,16,"English","# Introduction\n## Framing the Study\n## Literature Review: Culture and Change","[{\"question\":\"How does the study distinguish change from transformation?\",\"answer\":\"It treats change as altering a specific teaching strategy, while transformation is a fundamental shift in how teachers view their roles and their views of teaching and learning processes.\"},{\"question\":\"What research questions guide the larger study?\",\"answer\":\"The study asks to what extent teachers experience perspective transformations from educational technology development, which external factors support or hinder these events, and whether transformative learning is a viable framework for describing the teachers’ technology development.\"},{\"question\":\"How are schools compared in the article?\",\"answer\":\"Three schools are profiled using direct quotes from participants to show how each school’s culture or regime corresponds to different levels of transformation and technology adoption.\"}]","School cultures, teachers, and technology transformation - Issue 2009 | PDF",1792087063]