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Factors and Interactions Influencing Technology Integration during Situated Professional Development in an Elementary School
ARTICLE

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Computers in the Schools Volume 26, Number 1, ISSN 0738-0569

Abstract

This study examined factors that influence K-5 teachers' technology integration efforts during a semester-long Collaborative Apprenticeship. Results suggest that shared planning time, shared curriculum, connection to an individual, expertise, physical proximity, and comfort level influenced interactions across the community of practice. Posing and responding to task-based questions, giving and seeking advice, and sharing ideas composed more than 70% of interactions between teachers. However, the nature of interactions changed as teachers assumed increased responsibility for designing technology-enhanced lessons. Teacher-leaders initially modeled exemplar applications of technology-enhanced lessons and gave advice on their classroom use. Subsequently, the community of teachers brainstormed ideas collaboratively as teacher-leaders supported peers to develop original lessons independently. Implications for collaborative apprenticeships and learning in professional environments are provided. (Contains 1 table and 1 figure.)

Citation

Glazer, E.M., Hannafin, M.J., Polly, D. & Rich, P. (2009). Factors and Interactions Influencing Technology Integration during Situated Professional Development in an Elementary School. Computers in the Schools, 26(1), 21-39. Retrieved May 25, 2019 from .

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