Teaching Practice and the Design of Professional Development Activities
Ronald Abate, Cleveland State University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper explores the relationship among classroom teaching and learning activities, the design of technological tools, and technology integration in the classroom. Ethnographic field methods were employed to represent and understand the teaching and learning activities of a middle school community. Surveys were administered. Descriptive accounts of classroom interactions were recorded as field notes and follow-up interviews were conducted in order to develop a preliminary understanding of classroom / technology interactions. The preliminary study examined the teaching /learning activities across four content areas; Science, Mathematics, Social Studies and Language Arts. A suburban middle school participated in the study. This paper will present initial findings based on the survey data regarding the 1. types of learning activities employed by the middle school teachers, 2. level of technology use related to those activities and 3. perceived impediments to technology integration.
Abate, R. (2000). Teaching Practice and the Design of Professional Development Activities. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 569-574). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).