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Using the GIR Coaching Model with Beginning and Experienced Teachers in TPACK Science Implementation
PROCEEDING

, , , University of North Carolina at Chapel Hill, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study focuses on scaffolding support for beginning teachers in the implementation of the TPACK framework in 1:1 iPad elementary science classrooms. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers’ decisions over the course of several months to increase the teacher’s independence in using technology to transform instruction for students.

Citation

Smith, D., Corbat, J. & Anderson, J. (2016). Using the GIR Coaching Model with Beginning and Experienced Teachers in TPACK Science Implementation. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 908-913). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 26, 2020 from .

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