Promoting Technology Integration through Collaborative Apprenticeship
ARTICLE
Evan Glazer, Michael J. Hannafin, Liyan Song
Educational Technology Research and Development Volume 53, Number 4, ISSN 1042-1629
Abstract
Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, onsite, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers' technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching.
Citation
Glazer, E., Hannafin, M.J. & Song, L. (2005). Promoting Technology Integration through Collaborative Apprenticeship. Educational Technology Research and Development, 53(4), 57-68. Retrieved January 20, 2021 from https://www.learntechlib.org/p/67718/.

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
A Conceptual Framework for Teaching Technology Integration: Insights from the Literature
Liyan Song, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2058–2061
-
Teacher Experiences with Professional Development for Technology Integration at a K-12 Independent School: A Multi-Case Study
Amy McGinn & Liyan Song, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1098–1104
-
Exploring the Impact of Stakeholder Engagement on the Integration of Educational Technology in Elementary Schools: Expanding the Will-Skill-Tool Model with Contextual Variables
Dominik Petko & Doreen Prasse, Schwyz University of Teacher Education, Switzerland
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1068–1074
-
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
-
A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs
Kamini Jaipal-Jamani & Candace Figg, Brock University, Canada
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 161–200
-
Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
Evan Glazer, Thomas Jefferson High School for Science and Technology, United States; Michael Hannafin, University of Georgia, United States
Journal of Technology and Teacher Education Vol. 16, No. 1 (2008) pp. 35–61
-
Teacher-Mentors and Professional Development in New Brunswick's Dedicated Notebook Laptop Computer Project
Jim Greenlaw, St. Francis Xavier University, Canada; Michael Fox, Mount Allison University, Canada; Murdoch MacPherson, St. Francis Xavier University, Canada
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 3376–3383
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.