Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes the early process of a teacher professional development project during which a technology-rich professional learning community was developed and refined to support ongoing teacher development. The aim of this project was to improve teachers’ digital literacy and disciplinary understanding in the mathematics classroom, with a focus on student learning in the transition from elementary to secondary schools. The results indicate that this learning community fostered a shared vision of continued development among teachers. Teachers shared their experience of practice and supported each other’s learning to improve student learning. In addition, they explored the effective use of digital tools for student learning in the classroom.
Nong, L., Breuleux, A. & Heo, G.M. (2015). Fostering a Technology-rich Professional Learning Community: A Design-based Research Cycle. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1236-1244). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/150165/.
© 2015 Association for the Advancement of Computing in Education (AACE)
- Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52(1), 154-168.
- Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14.
- Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of Bristol.
- Boyatzis, R.E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage Publications.
- Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The journal of the learning sciences, 2(2), 141-178.
- Collins, A. (1992). Toward a design science of education. In E. Scanlon& T.O'Shea (Eds.), New directions in educational technology (pp. 15-22). New York, NY: Springer Verlag.
- Lawless, K.A., & Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of educational research,77(4), 575-614.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
- Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
- Nong, L. (2014). Fostering a Technology-rich Professional Learning Community: A Design-based Research Cycle (Unpublished Master’s thesis). McGill Unviversity, Montreal.
- Plomp, T. (2013). Educational design research: An introduction. In Plomp, T. & Nieveen, N. (Eds.), An introduction to educational design research (pp. 10-51). Enschede: Netherlands Institute for Curriculum Development (SLO).
- Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of educational change, 7(4), 221-258.
- Stoll, L., & Louis, K.S. (2007). Professional learning communities: Elaborating new approaches. In Professional learning communities: Divergence, depth and dilemmas, 1-13.
- The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 5-8.
- Yin, R.K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage Publications.
- Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. The Teachers College Record, 104(3), 482-515.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Use of video records of classroom practices to support teacher reflection in a professional learning network
Leah Dayan, Alain Breuleux, Gyeong Mi Heo & Lei Nong, McGill University, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 980–989
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.