Journal of Educational Computing Research Volume 37, Number 3, ISSN 0735-6331
This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project (NWP), a pioneer professional development model for teachers of writing across the United States. Specifically, the study investigates the ways in which key features of the professional development program influenced teacher knowledge, practices, beliefs, and leadership skills with regard to the role of technology in the teaching of writing. Findings of the study indicated that the program had a positive impact on four aspects of teacher learning: (a) acquisition of new knowledge, (b) application of technology into the teaching of writing, (c) beliefs toward using technology in writing, and (d) opportunities for exercising leadership roles. Findings from this work have important implications for professional development designers, as well as school and district personnel directly involved in the design and implementation of technology professional development programs for teachers that target specific content areas. (Contains 8 tables and 8 figures.)
Scott, P. & Mouza, C. (2007). The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing. Journal of Educational Computing Research, 37(3), 229-266.
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113
Rachel Vannatta Reinhart, Bowling Green State University, United States; Carrie Rathsack, Rossford Village Schools, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3617–3625
Reflection Through Discomfort: What Resistance Reveals When Communication Technologies Mediate Authentic Writing Mentorships
Allan Nail, Columbia College, United States; Jane Townsend, University of Florida, United States
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 4 (December 2010) pp. 366–382
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