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Envisioning, understanding, and encouraging technology integration: Case studies examining professional development and technology integration
DISSERTATION

, State University of New York at Albany, United States

State University of New York at Albany . Awarded

Abstract

Technology integration continues to challenge the infrastructure of our educational system and the practices of classroom teachers. This paper addresses several issues surrounding technology integration while identifying techniques and resources that can enhance professional development practices and have the potential to transform teaching and learning. This study comparatively analyzed the experiences of four elementary school teachers who were exemplary in the Capital Area Technology and Inquiry in Education (CATIE) program, a professional development experience designed to foster technology integration. CATIE utilized a model of professional development that placed an instructional technologist in the classroom situation to serve as a mentor to teachers for approximately four years. This study focused on the developmental process of these exemplary teachers while participating in the CATIE program, the teacher/mentor relationship, and the elements in the experience that encouraged these teachers to evolve into exemplars of technology integration. This paper also examines the affects of the structure of the CATIE model across the four cases over the duration of the program. This study found the mentor/teacher relationship, program situation, technology, and time to collectively contribute to the success of these four teachers in their professional development experiences and in their ability to integrate technology into their classroom practices. This study also found that these successful teachers began to encourage colleagues to integrate technology as they became more proficient in infusing technology in their classroom activities. Over time these teachers formed a growing community of learners centered on a common vision of technology integration.

Citation

Holmes, A.E. Envisioning, understanding, and encouraging technology integration: Case studies examining professional development and technology integration. Ph.D. thesis, State University of New York at Albany. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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