Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities
Monty Jones, Virginia Commonwealth University, United States ; Sara Dexter, University of VIrginia, United States
Journal of Educational Multimedia and Hypermedia Volume 27, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers’ own voices an illustration of their learning processes is presented, and the gap between what is supported by their school and the activities they engage in becomes evident. Because their learning needs about technology integration were insufficiently supported through formal learning opportunities, these teachers augmented these activities with informal and independent activities. This finding of how teachers form interrelated systems of formal, informal, and independent learning activities can assist schools in creating more effective learning programs that better align to the ways in which teachers learn how to integrate technology into their instruction.
Jones, M. & Dexter, S. (2018). Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities. Journal of Educational Multimedia and Hypermedia, 27(1), 83-102. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Supporting A Creatively Focused Technology Fluent Mindset Among Educators: Survey Results from a Five-Year Inquiry Into Teachers’ Confidence in Using Technology
Danah Henriksen, Arizona State University, United States; Rohit Mehta, California State University, Fresno, United States; Joshua Rosenberg, University of Tennessee, Knoxville, United States
Journal of Technology and Teacher Education Vol. 27, No. 1 (January 2019) pp. 63–95
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