Teachers who utilize technology have expressed satisfaction with the ability to interact anytime and anyplace, experiencing professional growth, flexibility of teaching from home, and a higher level of quality of interaction with their students (Mayadas, Bourne, & Bacsich, 2010).

Teacher to teacher communication provides the opportunity for more collaborative work and idea sharing (Ehrmann, 2010). Collaborative teaching and user groups are assisted by technology, and this allows teachers to expand their own learning in their area of specialization and develop new skills (Parette & Stoner, 2008).

Teachers who utilize technology in their classrooms, particularly in their area of specialization, have been found to have a more positive attitude and more confidence regarding use of technology (Duran, Brunvand, & Fossum, 2009). They are able to use it to enhance their own teaching and presentation, and can participate in self-reflection about their own effectiveness (Appana, 2008).

With the readily available information and resources through technology, teachers can be responsive and obtain and assess the most current and relevant information available.

Pedagogical shifts as a result of technology use should be seen as a "shift from teaching to learning" (Schneckenberg, 2009, p. 411). New pedagogical methods utilizing computers and new technology allow students to learn in new, more independent ways, particularly encourating them to seek their own answers and discern what is truly reliable information instead of being spoon-fed facts to regurgitate later on tests (Abadiano & Turner, 2007).

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