**3. Conclusion**

design of learning. For example, adding a digital device to the classroom without a fundamental change in the culture of teaching and learning would not lead to significant improvement in student learning. Unless clear goals across the curriculum—such as the use of math to solve real problems—are articulated at the outset, one-to-one computing becomes "spray

Teacher education programs have two strategies to influence teachers' use of technology: They can teach about it or they can practice it. Similar to technology integration into schools, integration into teacher preparation must serve learning goals and not be conducted just for the sake of adding technology. Technology is not a tool; it is a platform for learning, sharing information, connecting, and communicating. Teacher education programs should aspire to integrate technology and digital citizenship practices into *everything*. University professors should serve as role models for good technology integration in everyday learning and teaching, allowing students in education schools to experience for themselves the advantages (and

Another good platform is the practicum phase. The university can encourage on-the-job learning for student teachers coupled in a mentoring relationship in schools. Universities can also choose to work with and in K–12 schools that face challenges and practice technology

Teacher education programs should encourage students to reflect about their digital experiences in addition to their experiences as learners. This conversation can help future teachers take risks, try new methods, and develop their professional identities as teachers in the

*I don't think some people realize the importance.…You don't have to be in a bubble, like on an island* 

Changes in the ways teachers act occur not only in the classroom. Participants in my study described relationships with others as generally positive ways to share ideas, accept failures, promote shared goals, solve problems, and brainstorm solutions. One aspect of working with colleagues regarded mentoring relationships. A young teacher described, "You start to realize again, okay I'm learning and eventually I will be where this person is after 35 years. So it puts you at ease a little bit, too." This sentiment holds true not only for novice teachers. One participant stressed the importance of investing the time to create professional networks. Another described how communicating with others who do not necessarily think the way she thinks helped her clarify her own thinking and better articulate her pedagogic principles. A veteran teacher kept in touch with friends who worked with her at her last school to "bounce

Teachers who hack tended to subscribe to blogs and were active members of Facebook groups, allowing them to both inspire and be inspired by educators from all over the world. They

challenges) of technology integration and then practice it better as teachers.

and pray" ([52], p. 1).

112 Contemporary Pedagogies in Teacher Education and Development

integration at a high level.

*2.2.8. Collaboration and learning communities*

twenty-first century.

*by yourself.*

ideas off all the time."

Teachers who hack and can disrupt the public education from within are idealistic and adaptive and use resources effectively. The term *hacking* to describe the innovative actions of public school teachers is a not perfect description. Even so, it offers an addition to the existing terminology of teachers as leaders or change agents by acknowledging the risk-taking, creativity, and open mindedness needed to lead change. The change in term from *innovators*, *leaders*, or *change agents* to *hackers* is not merely semantic. It reflects the change in skills teachers need today—skills that must be recognized, practiced, and improved. As such, teacher education programs should:

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This chapter offers a fresh lens through which to view and restructure teacher education and school organization to support the desired revolution in public education. As one participant phrased, "When you're hacking, you're doing something that is not quite traditional, exactly, and that confronts tradition. It could be playful." I could not agree more.

#### **Thanks**

Thanks to all the teachers who opened their classrooms and their minds and shared their experiences and perspectives.
