Initially, teachers and students don't expect much content in technology projects and are satisfied if projects are completed and look good. Teachers learn to use computer technologies and learn how to bring content learning to the forefront with, in some cases, impressive results on the part of the students. Teachers eventually learn to view the learning process in concert with their new technologies and come to understand the ways content interactions can be approached. In addition, as we all know glitches occur often and teachers need relyable materials. The bumps in the road to technological competence almost guarantee that technology will take center stage over content at first.
Inexperienced teachers tend to underestimate the time and complexity of a technology-based project.
Over and over, we see that academic content is allowed to slide initially in a technology-infused project, as students spend their time exploring software capacity for special effects and animation. Throughout this technology adoption process, teachers tend to worry about content, feel accountable for it, and notice when it is missing. This is a key dilemma in the technology adoption process. This strategy has worked for teachers, but it usually means that computers, relegated to the sidelines, are employed for supplemental work, special projects, and skills and practice work rather than core subject matter. With this strategy you might see a teacher encourage writing with word processing, using spreadsheets to make charts and graphs, or encouraging students to create reports using presentation software.