After the In-Service Course Challenges of Technology Integration
Computers in the Schools Volume 23, Number 1, ISSN 0738-0569
This case study chronicles one teacher's experience in the semester after an in-service course, Using Technology for Instruction and Assessment. Results suggest that success in the course and good intentions do not necessarily translate into dramatic change in methods or media of instruction. Student mobility and special needs, unexpected administrative mandates, the anxiety of being judged as competent based on standardized test results, poorly designed classrooms, insufficient time to master new software, and habitual ways of conceptualizing what and how students should learn--all complicate efforts to help students use computers to construct meaning and represent their learning to others. Certainly, a professional development course is just one variable in a complex equation which has, as its solution, transformative teaching.
Frederick, G.R., Schweizer, H. & Lowe, R. (2006). After the In-Service Course Challenges of Technology Integration. Computers in the Schools, 23(1), 73-84.
Cited ByView References & Citations Map
Modeling the Use of Technology to Enhance Assessment and Instruction for Students with Disabilities in a Preservice Special Education Course
Jennifer Williams & Debbie Metcalf, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 4144–4146
Melissa Kibrick, Elizabeth van Es & Mark Warschauer, University of California, Irvine, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3158–3165
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