Login or register for free to remove ads.
You are here:

Journal of Educational Computing Research

2005 Volume 32, Number 4

Search this issue

Table of Contents

Number of articles: 7

  1. 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

    View Abstract
  2. 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

    View Abstract
  3. 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

    View Abstract
  4. 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

    View Abstract
  5. 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

    View Abstract
  6. 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

    View Abstract
  7. 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

    View Abstract