Designing Professional Development for 21st Century Learning
Melissa Kibrick, Elizabeth van Es, Mark Warschauer, University of California, Irvine, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The advent of an informationalist economy and network society fueled by recent advances in communication technology have challenged schools to help students develop the knowledge and skills required for 21st century life. This study examines how one school sought to implement a curricular and pedagogical framework to support 21st century learning. Participant interviews and observations of teaching and professional development sessions were used to create individual cognitive models of teachers’ and school leaders’ perceptions of the initiative. Data analysis revealed that teachers framed their knowledge of 21st century learning through their past experiences and pedagogical expertise. Additionally, teachers’ and school leaders’ views of the initiative often conflicted, hampering the implementation of the reform.
Kibrick, M., van Es, E. & Warschauer, M. (2010). Designing Professional Development for 21st Century Learning. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3158-3165). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).
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