Factors and Interactions Influencing Technology Integration during Situated Professional Development in an Elementary School
Computers in the Schools Volume 26, Number 1, ISSN 0738-0569
This study examined factors that influence K-5 teachers' technology integration efforts during a semester-long Collaborative Apprenticeship. Results suggest that shared planning time, shared curriculum, connection to an individual, expertise, physical proximity, and comfort level influenced interactions across the community of practice. Posing and responding to task-based questions, giving and seeking advice, and sharing ideas composed more than 70% of interactions between teachers. However, the nature of interactions changed as teachers assumed increased responsibility for designing technology-enhanced lessons. Teacher-leaders initially modeled exemplar applications of technology-enhanced lessons and gave advice on their classroom use. Subsequently, the community of teachers brainstormed ideas collaboratively as teacher-leaders supported peers to develop original lessons independently. Implications for collaborative apprenticeships and learning in professional environments are provided. (Contains 1 table and 1 figure.)
Glazer, E.M., Hannafin, M.J., Polly, D. & Rich, P. (2009). Factors and Interactions Influencing Technology Integration during Situated Professional Development in an Elementary School. Computers in the Schools, 26(1), 21-39.
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Krista Francis, Correspondence regarding this article should be sent to Dr. Krista Francis-Poscente, Faculty of Education, University of Calgary, 2500 University Dr. N.W., Calgary AB T2N 1N4 firstname.lastname@example.org; Michele Jacobsen, University of Calgary
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