Sherry & Chiero Infusing Technology in K-12 Field Placements

Sherry, L., & Chiero, R. (2004). Project TALENT: Infusing technology in K-12 field placements through a learning community model. Journal of Technology and Teacher Education, 12(2), pp. 265-297.

*** This study is not really about the role of the supervisor. Instead, it is more about the program initiative and the supervisor happens to be a member of the learning community. The focus was on studying the learning communities.

Summary: This study used activity theory to understand how technology was infused over a three year initiative in California. The supervisor was one of the brokers for supporting the activity systems of university activity system and the school activity system. They selected three schools to be mini cases, one high school, one middle school, and one elementary school.

Key Words:


Conceptual Framework: Activity Theory


Research Question:

  1. What evidence exists to show the impact of TALENT on the technology and leadership skills of the learning communities?
  2. What extent has TALENT increased the placement of credential candidates in classrooms that facilitate technology-enhanced learning?






3 schools as individual learning communities (one high school, one middle school, and one elementary school)



  • Word of mouth was the catalyst for the spread of the program initiative.
  • The cases differed in their approach to technology integration.
  • “In general, teacher candidates’ individual goals were oriented toward exploring various strategies for using technology to support student learned, whereas the master teachers’ goals were go increase their familiarity and proficiency with technology tools so they could integrate them into their curriculum and instruction” (p. 284).

“Important differences were found in leadership and empowerment. The activities of the learning communities were driven by all possible permutations fo the participants, depending on which participants had the most expertise with technology or exhibited the greatest amount of leadership skills” (p. 284). The university supervisor drove the initiative at the high school and middle school, but not at the elementary school.