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Facilitating Learning of New Technologies: Lessons learned from three constructivist teacher development projects
PROCEEDINGS

, , , Univ. of Puerto Rico, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This article presents three examples of teacher development projects designed from a constructivist perspective. Projects followed a continuous professional development model engaged in an inquiry and collaborative environment. The model is characterized by a gradual immersion of teachers in the learning and application of new technologies, having as a concrete objective the design of teaching lessons and the integration of new technologies into their classroom. The article presents a series of suggestions and ideas for those interested in designing teacher-development projects and geared to infuse technology into the classroom.

Citation

Fontanez, N., Vadi-Fantauzzi, J.C. & Mendez, A.L.d. (2003). Facilitating Learning of New Technologies: Lessons learned from three constructivist teacher development projects. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1985-1988). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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