Journal of Educational Computing Research
2005 Volume 32, Number 4
Table of Contents
Number of articles: 7
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A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching
Cheryl A. Franklin & Deidre B. Sessoms
This article describes a collaborative professional development model in which faculty in a College of Education partnered with a local school district to design and implement a year-long project... More
pp. 315-328
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The TICKIT to Teacher Learning: Designing Professional Development According to Situative Principles
John B. Keller, Curtis J. Bonk & Khe Hew
Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum... More
pp. 329-340
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The "Whole Approach": An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT
Margaret Lloyd & Campbell Mcrobbie
The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and... More
pp. 341-351
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Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom
Karen Swan, Annette Kratcoski, Pat Mazzer & Jason Schenker
This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a... More
pp. 353-365
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Content-Focused Technology Inquiry Groups: Cases of Teacher Learning and Technology Integration
Joan E. Hughes, Shantia P. Kerr & Ann Ooms
Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the ways teachers... More
pp. 367-379
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CATIE: A Blended Approach to Situated Professional Development
Aliya Holmes, Linda Polhemus & Sybillyn Jennings
The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College... More
pp. 381-394
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Situating Technology Professional Development in Urban Schools
Ellen B. Meier
The Center for Technology and School Change (CTSC) is a research and development center specializing in professional development, evaluation and technology integration research. The goal of the... More
pp. 395-407