Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development
Curtis J. Bonk, Lee Ehman, Indiana University, United States ; Emily Hixon, Purdue University—Calumet, United States ; Lisa Yamagata-Lynch, University of Utah, United States
Journal of Technology and Teacher Education Volume 10, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This article discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) during 1998-1999. TICKIT is a school-based professional development program involving 25-30, K-12 teachers from five or six rural Indiana schools each year. In this particular year, web-based asynchronous conferencing was used by 25 TICKIT teachers from five schools to post technology integration progress reports, "critical friend" feedback about these reports, reactions to debate topics, and reading reactions. The article choices, debates, and critical friend pairs were predetermined. Online debates fostered more words per post than both critical friend and reading reactions. The discussions were analyzed for their focus (content, ontask, offtask) as well as references to peers, one's classroom, and the TICKIT program. Posts were also analyzed for the degree of depth and degree of support for one's claims. Online instructor mentoring or type of learning assistance was also evaluated. Critical friend posts were more social and included more peer referencing and support, while the online debates and reading reactions tended to focus participants around particular content. Critical friend tasks reminded participants of task requirements and related technology integration to teaching experiences. TICKIT teachers were more favorable to the critical friend activities than online debates and reading reactions.
Bonk, C.J., Ehman, L., Hixon, E. & Yamagata-Lynch, L. (2002). Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development. Journal of Technology and Teacher Education, 10(2), 205-233. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2002 Society for Information Technology & Teacher Education
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Peter Albion & Petrea Redmond, University of Southern Queensland, Australia
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Joan Hughes & Ann Ooms, University of Minnesota, United States
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