Situated Professional Development: The CATIE Model
Karen Swan, University at Albany, United States ; Sybillyn Jennings Jennings, The Sage Colleges, United States ; Lester Rubenfeld, Rensselaer Polytechnic Institute, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This presentation will describe a qualitative study investigating the CATIE model of situated professional development for technology integration in schools. We call the CATIE model "situated" because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus situated in authentic technology integration activities. What we think is unique about the CATIE model is that mentors work with schools and teachers on a long-term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most teachers in a school, and we can see the results in terms of student learning, technology integration, and changes in school cultures.
Swan, K., Jennings, S.J. & Rubenfeld, L. (2002). Situated Professional Development: The CATIE Model. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1915-1920). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)