Learning to integrate new technologies into teaching and learning through a design-based model of professional development
Susan O'Hara, Stanford University, United States ; Robert Pritchard, California State University Sacramento, United States ; Cammy Huang, Stanford University, United States ; Shannon Pella, University of California, United States
Journal of Technology and Teacher Education Volume 21, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
** Invited as a paper from SITE 2011 ** As multimedia and technological savvy continue to expand existing notions of contemporary literacy, the need to prepare teachers to use a variety of classroom technologies has never been greater (Author1 & Author2, 2008a; Author1 & Author2, 2009). In order for teachers to be prepared to use such technologies, the structure of teacher professional development (TPD) is critical. The Teaching Using Technology Studio was designed as a design-based professional development program for sixteen upper elementary teachers in California. This study addressed the following question: What is the impact of a design-based TPD model on teachers’ knowledge, attitudes and behaviors regarding integration of technology into teaching and learning? The impact of the program on knowledge, attitudes, and behaviors was measured using pre-post scores on a Knowledge/Use scale, a Teacher Technology Proficiency Assessment, teacher reflections, classroom observations, and student technology proficiency data. Data analysis showed significant changes in teachers reported knowledge and integration of technology into teaching, an increase in technology literacy of teachers and students, and students’ use of technology for learning. Findings suggest that TPD models that utilize a design-based approach may hold greater promise for authentic, generative teacher knowledge development and integration of technology into teaching and learning.
O'Hara, S., Pritchard, R., Huang, C. & Pella, S. (2013). Learning to integrate new technologies into teaching and learning through a design-based model of professional development. Journal of Technology and Teacher Education, 21(2), 203-223. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2013 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration
Yin-Chan Liao, Anne Ottenbreit-Leftwich, Michael Karlin, Krista Glazewski & Thomas Brush, Indiana University-Bloomington, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 522–548
Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
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