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Reciprocal Interactions in a Community of Teachers' Integration of Technology
PROCEEDINGS

, University of Georgia, United States ; , Rebecca Minor Elementary School, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Recent literature on effective technology integration practices suggests that teachers need support that is onsite, ongoing, and just in time. This paper examines the utility of a model called collaborative apprenticeship that addresses these principle characteristics. In this framework, mentor teachers coach and scaffold the professional development of their peers in the context of their school environment until protegees can independently explore technology tools and design technology-enhanced learning activities. Findings from a research study incorporating this model in an elementary school setting will be discussed, along with implications to promote its practical use.

Citation

Glazer, E. & Page, K. (2003). Reciprocal Interactions in a Community of Teachers' Integration of Technology. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1812-1815). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2019 from .

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