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A Situated Learning Partnership: Preservice Teachers in a Technology-Integration Course Create Customized Materials for Local Teachers
PROCEEDINGS

, , University of Virginia, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As schools struggle to provide technology professional development for teachers, the traditional one-size-fits-all training method has proven to be ineffective. Instead, a “situated” approach – where teachers learn specific technology integration skills based on their current content needs and abilities – has had great success. A project at the University of Virginia provided an opportunity for local teachers to receive situated training and results were consistent with assertions that this method is indeed effective at improving teacher’s technology skills.

Citation

Murphy, J. & Alexander, C. (2009). A Situated Learning Partnership: Preservice Teachers in a Technology-Integration Course Create Customized Materials for Local Teachers. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3092-3095). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .