The evolution of ARTI: An online tool to promote classroom-based technology outcomes via teacher inquiry
Kara Dawson, Cathy Cavanaugh, University of Florida, United States ; Albert Ritzhaupt, University of North Carolina, Wilmington, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
It is widely recognized that action research leads to a series of benefits for teachers including improved practice, heightened professionalism and activism for positive educational change. More recent research has also suggested that teacher inquiry is a vehicle through which teachers can systematically and intentionally study the ways that technology integration impacts student learning and as a lens through which teachers may experience conceptual change regarding their beliefs about technology integration practices. However, lessons learned from teacher inquiries are rarely shared beyond the school or district level. ARTI (Action Research for Technology Integration) is an online tool designed to support the aggregation of action research results from many classrooms. This presentations (1) describes the 3-year evolution of ARTI, (2) shares classroom-based outcomes of technology use in 17 Florida districts and (3) describes plans making ARTI available for wide scale use by prospective and practicing teachers.
Dawson, K., Cavanaugh, C. & Ritzhaupt, A. (2009). The evolution of ARTI: An online tool to promote classroom-based technology outcomes via teacher inquiry. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 36-41). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).