Search results for community of inquiry
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PG Schrader; MaryKay Orgill; Heather Skaza; Eshani Gandhi; Erica Marti; Schetema Nealy; Kristoffer Carroll; Travis Olson; Daniel Gerrity; Mehmet Dulger; Danielle Nobles
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1879–1888
An inquiry-based, integrated STEM PD was created and delivered to middle school teachers who serve traditionally underrepresented populations of students. A blended learning philosophy was implemented to permit teachers to complete readings,...
Journal of Technology and Teacher Education Vol. 23, No. 4 (October 2015) pp. 509–533
Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The ...
Use of video records of classroom practices to support teacher reflection in a professional learning network
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 980–989
This study discusses the use of video records of classroom practices in a professional learning network (PLN) in order to support teacher reflection and professional development. Select video recordings of participating teachers of the PLN were...
Lei Nong; Alain Breuleux; Gyeong Mi Heo; Leah Dayan; Karen Rye; Tina Morotti; Lisa Rae-Nutter; Sandra Fréchette
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 189–197
This case study describes the evolution of a teacher professional development project for digital literacy. The goal of this teacher professional development project is to support teachers’ effective use of technology and professional learning in an ...
A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 161–200
This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on technology, pedagogy, and content knowledge (TPACK) was adapted for professional learning at a school site. The...
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 209–234
Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators’ use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of...
Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
The International Review of Research in Open and Distributed Learning Vol. 16, No. 2 (Apr 15, 2015)
Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based...
Building Community for Professional Learning: Exploring Teaching and Technology in Secondary English Language Arts
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2083–2087
Strategies for effective educational technology professional development for secondary English language arts teachers are explored in an inquiry study that focuses on creating a professional learning community around using technology to support...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1236–1244
This paper describes the early process of a teacher professional development project during which a technology-rich professional learning community was developed and refined to support ongoing teacher development. The aim of this project was to...
Technology Integration in a Professional Development Program for Paraprofessionals Working with ELLs
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1098–1103
Abstract: Paraprofessionals are a vital part of the American education system, acting as cultural and linguistic liaisons between English language learners and the schools they attend. However, paraprofessionals are generally paid an hourly wage for ...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 956–961
This paper addresses a unique design for faculty professional development in a PK-20 (public school and university) collaborative professional development initiative based on AGILE development principles. The training focused on designing,...
Prime Online: Developing Grades 3-5 Teachers’ Content Knowledge for Teaching Mathematics in an Online Professional Development Program
Stephen J. Pape; Sherri K. Prosser; Cynthia C. Griffin; Nancy Fichtman Dana; James Algina; Jungah Bae
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 1 (March 2015) pp. 14–43
This study sought to identify components of an asynchronous online teacher professional development program, Prime Online, that potentially affected participants’ mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade...
Becoming Music Teacher Educators: Learning from and with Each Other in a Professional Development Community
International Journal of Music Education Vol. 32, No. 4 (November 2014) pp. 462–477
During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group...
Collaborative Inquiry with Technology in Secondary Science Classrooms: Professional Learning Community Development at Work
E-Learning and Digital Media Vol. 11, No. 5 (2014) pp. 495–505
The development of critical scientific literacy in primary and secondary school classrooms requires authentic inquiry with a basis in the real world. Pairing scientists with educators and employing informatics and visualization tools are two...
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 2 (June 2011) pp. 167–183
Teacher preparation for the 21st century deserves a front-end approach to addressing the use of technology in the learning environment. To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked...
Journal of Interactive Learning Research Vol. 22, No. 1 (2011) pp. 139–165
The purpose of this paper is to explore a teacher professional development program embedded in a networked learning environment, and to offer an emerging model and analytic matrix of 21st century teacher professional development. The Globaloria...
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 541–571
Online discussion groups have become a resource for teachers seeking ongoing professional development. Despite their popularity, there has been little systematic investigation into the nature and quality of the dialogue that occurs within an...
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 693–720
Research shows that unless university-based teacher educators effectively integrate technology into teacher education courses, students (pre-service and in-service teachers) are unlikely to use technology effectively in their own teaching. This...
Analysing professional discourse in interactive learning: integrating historical and situational perspectives.
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 539–561
Written environments in online learning enable professional discourse to be analysed in depth and provide greater knowledge for improving learning and for planning and delivering courses aimed at professional development. Until now, research into...
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
Judith Harris; Mark Hofer; Margaret Blanchard; Neal Grandgenett; Denise Schmidt; Marcela van Olphen; Carl Young
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 573–605
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum...
Impact of a Professional Development Program Using Data-Loggers on Science Teachers’ Attitudes towards Inquiry-Based Teaching
Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 3 (August 2010) pp. 303–325
This study examined how a professional development program which incorporates the use of electronic data-loggers could impact on science teachers’ attitudes towards inquiry-based teaching. The participants were 28 science or technology teachers who...
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 247–256
Through the use of Web 2.0 technologies the production and distribution of professional digital video content for use in teacher education has become more prevalent. As teachers look to learn from and interact with this video content, they need...
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 197–219
In a study of urban secondary teachers moving out of professional development and into their classrooms, the research team documented the learning processes of teachers and student groups during their digital video composing to make sense of the...
Innovative uses of IT applications in STEM classrooms: A preliminary review of ITEST teacher professional development
Journal of Technology and Teacher Education Vol. 18, No. 2 (April 2010) pp. 203–230
The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) program provides a unique opportunity to assess a broad spectrum of professional development projects that share key characteristics but were...
The Innovative Technology Experiences for Students and Teachers (ITEST) Program: Teachers developing the next generation of STEM talent
Journal of Technology and Teacher Education Vol. 18, No. 2 (April 2010) pp. 187–201
This introduction to the JTATE special issue on the National Science Foundation Innovative Technology Experiences for Students and Teachers (ITEST) sets the context for the six articles that follow. The ITEST program is designed to discover and...
Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens
Journal of Technology and Teacher Education Vol. 18, No. 2 (April 2010) pp. 319–344
Understanding the dynamics of individual or group adaptation can provide valuable information for constructing professional development strategies to increase chances of instructional success. This paper reports on an exploratory study that...
Journal of Technology and Teacher Education Vol. 18, No. 2 (April 2010) pp. 231–264
The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in...
Contemporary Issues in Technology and Teacher Education Vol. 10, No. 1 (March 2010) pp. 133–144
Writing personal narratives provides students with additional techniques for making deeper connections to subject matter. Content-related narrative development offers a departure from the traditional methods of teaching and learning and enables...
Topics: Teaching Methods, Instructional Materials, Creativity, Video, Schools, Inclusive Education, Classrooms, Multicultural Education, Students, Personality, Integration, Instructional Design, Educational Technology, Literacy, Cognition, Teachers, Community, Computers, Interaction, Internet, Multimedia, Professional Development, Curriculum, Preservice Teacher Education, Standards, Culture, Communication
Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding ?the use of technology in the classroom ?
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 57–83
After more than two decades of concerted effort, less than desirable progress has been made in ?the integration of effective technology use in the classroom. In many cases computers have ?entered classrooms, but are used to do little more than...
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 83–109
A blended in-service arrangement was designed to support Russian science teachers from rural schools in the integration of technology. Blended learning combines multiple delivery modes that are designed to complement each other and promote learning...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 280–315
This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula,...
Topics: Middle School Education, Classrooms, Human Computer Interaction, Learning Outcomes, Students, Computers, Integration, Teachers, Multimedia, Educational Technology, Change, Professional Development, Curriculum, Science, Teaching Methods, Creativity, Schools, Collaboration
Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 3 (July 2009) pp. 221–246
The purpose of the present study was to examine the nature of the discourse generated by two different online approaches to mathematics teacher professional development. Thirty mathematics teachers participated in online activities involving...
Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 281–298
Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet...
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 2 (June 2009) pp. 95–116
Today’s children are bombarded by a range of media, and it is the responsibility of teachers to equip students to engage critically. Just as teachers are responsible to teach critical literacy, teacher educators must help empower teachers to become ...
Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 189–213
Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. ...
Self-Actualization and E-Learning: A Qualitative Investigation of University Faculty’s Perceived Barriers to Effective Online Instruction
International Journal on E-Learning Vol. 8, No. 2 (April 2009) pp. 223–240
Much has been written about why university faculty choose to refrain or participate in online instruction (Beaudoin, 1990; Bower, 2001; Clark, 1993; Dillon & Walsh, 1992; McKenzie, 2000; McKinnon, 1998; Paulson, 2002; Rockwell, Scheuer, Fritz, &...
Beyond Recollection:Reexamining Preservice Teacher Practices Using Structured Evidence, Analysis, and Reflection
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 229–251
Six preservice social studies teachers examined techniques believed to promote active student engagement during a 12-week field experience through electronic portfolio development supported by evidential reasoning methods and reflective question...
Pedagogy First! Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education
Journal of Interactive Learning Research Vol. 20, No. 2 (April 2009) pp. 129–155
Most will agree that the use of Internet to support teaching and learning has become a mainstay of management education with the widespread use of online content, discussion boards, document sharing, email, virtual classrooms, etc. But, whether it...
Teaching Science with Technology: Case Studies of Science Teachers' Development of Technological Pedagogical Content Knowledge (TPCK)
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 25–45
This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12...
A Case Study of Design-Based Research for Creating a Vision Prototype of a Technology-Based Innovative Learning Environment
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 75–93
Design-based research is a burgeoning research paradigm holding the promise of introducing more socially responsible studies to transform education. However, there is a lack of methodological standards and established research processes to inform...
Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 85–107
To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and ...
Journal of Technology and Teacher Education Vol. 17, No. 1 (January 2009) pp. 109–142
Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from...
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 55–74
Several studies have shown the complexities that teachers faced when planning for instruction in technology enhanced learning environments (TELE). Although classroom-oriented instructional development (ID) models have the potential to help teachers...
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 3 (September 2008) pp. 244–263
This interpretive case study explores an attempt to add an online component-the On-line Literacy Project-to a successful face-to-face professional development community. Participants were six members of the Literacy Project, which was carried out in ...
Topics: Virtual Environments, Information Communication Technologies, Networking Technologies, Mentoring, Communication, Collaboration, Computers, Community, Interaction, Internet, Professional Development, Educational Technology
Journal of Technology and Teacher Education Vol. 16, No. 3 (July 2008) pp. 339–373
Instructional coaching or mentoring, as a form of professional development for teachers, has gained importance as educational policy has called for the implementation of research-validated instructional practices by highly qualified teachers....
Chi-Syan Lin; Jan-Pan Hwang; Yu-Chi Kuo; Chung-Chi Wu; Yu-Chung Chu; Ya-Ting Carolyn Yang; Chi-Sung Laih; Jia-Rong Wen
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 188–196
The paper reviews the PBL.NET project, which is targeted at professional development in ICT for school teachers in Taiwan. The strategy of professional development adopted by the project is combining peer coaching and community of practice online. A ...
Topics: Professional Development
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 4276–4285
In a blended learning environment, where students undertake professional skills development in the workplace, a flexible environment is designed in order to support problem solving in project management. The design of the environment, informed by...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3102–3107
Successful ICT integration in classrooms depends on teachers’ competence in handling various ICT tools and on their knowledge of how to incorporate them to support teaching and learning processes. Given the importance of this issue, the purpose of...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 3048–3053
This paper explores the issues surrounding the high dropout rate in online courses offered to teachers for professional development and certification in gifted education. ProjectLoggED On delivered online, case-based and interactive online...
Standards-Based Reform using a Teacher E-Portfolio System: A Case Study of Pre-Service Teachers in Northern Ireland
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 54–63
Initiatives in e-learning and teacher education across the UK and Europe (DfES, 2005, EC, 2001, HEFCE, 2007, DE, 2004, GTCNI, 2007) led to a unique collaboration between representatives from universities and government agencies engaging in a policy...