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Journey Analysis: A Methodology for Understanding the Complex Change Process in a PT3 Project PROCEEDINGS

, , , New Mexico State University, United States

AACE Award

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

Abstract: The Preparing Tomorrow?s Teacher?s (PT3) at New Mexico State University was designed to improve quality, equity and quantity in teacher preparation through an innovative program in which faculty who teach future teachers and their students become confident in the use of technology to establish and support student-centered, intellectually rich, and culturally-responsive learning communities. This paper describes our journey of change as it emerged throughout the three-year implementation of the project. A modified version of the Journal Analysis: A New Methodology for Evaluating Complex Change Initiatives (Lawson 1998) was utilized to document the project?s pathway and identify our evolving theory of change. The paper presents the project?s key sensitizing concepts, iteration, key events and benchmarks, continuous evaluation and knowledge generated and suggests how others might apply this theory of change in their own projects.

Citation

Wiburg, K., Reyes, L.V. & Mingo, C. (2003). Journey Analysis: A Methodology for Understanding the Complex Change Process in a PT3 Project. 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. 799-806). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2018 from .

Keywords

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Cited By

  1. Boundary Crossings: An Activity Theoretical Analysis of Technology Diffusion in a Teacher Education Program

    Lisa Peruski, Punya Mishra, Cheryl Rosaen & Matthew Koehler, Michigan State University, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1647–1653

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