A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab
Doron Zinger, University of California, Irvine, United States ; Ashley Naranjo, Smithsonian Center for Learning and Digital Access, United States ; Isabel Amador, Nicole Gilbertson, Mark Warschauer, University of California, Irvine, United States
CITE Journal Volume 17, Number 3, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program designed to prepare a cohort of middle school social studies teachers to teach with an online resource, the Smithsonian Learning Lab. They examined how an iterative, design-based approach used teacher feedback to develop learning opportunities in the PD. Using the technological, pedagogical, and content knowledge framework (TPACK), they found that through four iterations of 1-day PD workshops, PDs afforded teachers increasingly individualized and meaningful opportunities to learn. Teacher feedback emerged as a central component in the changes and development of the PD series. Through the course of the PD, teacher knowledge increased across five of seven TPACK domains.
Zinger, D., Naranjo, A., Amador, I., Gilbertson, N. & Warschauer, M. (2017). A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab. Contemporary Issues in Technology and Teacher Education, 17(3), 388-410. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2017 from https://www.learntechlib.org/p/178235/.
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