Direct Evidence of Inquiry-Based Practices Through the Use of Technology
Benjamin Deaton, Art Recesso, University of Georgia, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this poster session is to disseminate the findings from an ongoing study that is seeking find direct evidence of teacher practice, which shows change made in teacher practice through the use of web-based video cases. To date, there has been little research that identifies the emergence, evolution, and diffusion "professional" level teaching practices in the classroom (Ingvarson, 1998). With this research, the capture of direct evidence of teaching practice is sought to better the way in which students learn through the improvement of teaching practices (National Research Council, 1996). This evidence will be instrumental in promoting change in teacher practice due to the fact that most teachers believe their teaching to be effective and do not modify their practice unless they see change (Simmons et al., 1999).
Deaton, B. & Recesso, A. (2004). Direct Evidence of Inquiry-Based Practices Through the Use of Technology. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 891-893). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).