Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning

Abstract

This telephone has too many shortcomings to be seri-ously considered as a means of communication. The device is inherently of no value to us. An internal Western Union memo, 1876 I think there is a world market for maybe five computers. IBM chairman Thomas Watson, 1943. There is no reason anyone would want a computer in their home. Ken Olson, founder, chairman and president of Digital Equipment Corporation, 1977. Any sufficiently advanced technology is indistinguisha-ble from magic. Arthur C. Clarke (1963), English physicist and science fiction writer, p. We’ve come a long way and at an incredible pace. What was magic less than a generation ago is now part of everyday life. Digital technologies are changing the way we live, work, and learn. Their potential to trans-form K-12 education motivated our decision to devote a theme issue of Journal of Teacher Education to the inno-vative uses of technology for teacher learning.1 Although optimistic about the possibilities new technologies offer to support K-12 learners ’ achievement, teachers ’ produc-tivity, effectiveness in classrooms, and teacher learning, we also recognize that teaching and learning with new technologies represents a “wicked problem ” (Koehler &