You are here:

Practicing Teachers’ Technology Integration: Projects that Mattered

, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Using an intellectual developmental pedagogical framework (Magolda, 2004) and centering technological projects on a “real classroom need” became a powerful impetus for K-12 teachers enrolled in a graduate program of education to engage in meaningful technology integration. Projects that infused learner-centered theory (Weimer) and community social action supported teachers’ technological development capacities and created a pedagogical shift in classroom practices towards a more student-centered classroom and active community engagement. This paper reports on two qualitative studies that convey the ways in which use of a project-based approach to K-12 teachers’ technology integration supported technological expertise that moved teachers to consider broader conceptions of teaching and learning.


Kayler, M. & Sprague, D. (2012). Practicing Teachers’ Technology Integration: Projects that Mattered. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1373-1380). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .


View References & Citations Map


  1. Baxter Magolda (1999). Creating context for learning and self-authorship. Nashville, TN: Vanderbilt University Press.
  2. Baxter Magolda, M. And King, P. (2004). Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus.
  3. Bogdan, R. & Biklen, S. (1982). Qualitative research for education: An introduction to theory and methods. Allyn and Bacon: Boston.
  4. Garet, M., Porter, A., Desimone, L., Birman, B. & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, Vol. 38(4), 915-945.
  5. Glesne, C. (2006). Becoming qualitative researchers. 3rd ed. Pearson Education, Inc., Boston.
  6. Harris, J.B. (2008). TPACK in in-service education: Assisting experienced teachers’ “planned improvisations” in Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Edited by the AACTE Committee on Innovation and Technology. New York, New York: Routledge/Taylor & Francis Group.
  7. Kayler, M., & Weller Swanson, K. (2008). Modeling Constructivist Practice in the Context of a Traditional University-based teacher development program. Journal for the Practical Application of Constructivist Theory in Education, 3(2), 1-21.
  8. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
  9. Kegan, R. (1982). The evolving of self: Problems and process in human development. Cambridge, MA: Harvard University Press.
  10. Merriam, S. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers, San Francisco, CA
  11. Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  12. Thai, A., Lowenstein, D., Ching, D., & Rejeski, D. (2009). Game Changer: Investing in Digital Play to Advance Children’s Learning and Health, New York: The Joan Ganz Cooney Center at Sesame Workshop. Http://
  13. Wang, C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185-192.
  14. Weimer, M.E. (2002). Learner-centered teaching: Five key changes to practice. Jossey-Bass: San Francisco.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact