Learning to Teach for Understanding in a Technology-Mediated Professional Development Environment
Rodney Williams, University of Michigan, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes a design experiment where I examined whether and how three first-year teachers' ideas about teaching complex subject matter changed as they learned about a new approach to teaching during a six-week technology-mediated professional development program. Findings suggest that although teachers developed new insights into their teaching, their ideas did not change in substantive ways. Teachers' responded to the program according to their entering ideas about teaching, subject matter, and student learning. Demands made on them as first-year teachers, and the design and duration of the program also influenced their responses. A subsidiary question investigated how teachers responded to the technology-mediated learning environment. A report of these findings is the focus of this paper. Despite problems encountered as they used technology, teachers suggested that, with modification, a technology-mediated environment held promise as a tool for professional development. Implications for future professional development programs are discussed.
Williams, R. (2002). Learning to Teach for Understanding in a Technology-Mediated Professional Development Environment. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 923-927). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).