Abstract

This case study of elementary school teachers analyzes data from four sources to address the general question: How do technology and collaboration support professional development? The following three questions guided the study: (1) How does the use of multimedia resources support learning new norms of professional interaction? (2) What activities were “worthwhile” tasks for eliciting professional discourse centered on practice? (3) What do teachers perceive to be the influence of the technology and the collaborative inquiry process on their thoughts and practices?

This study examines the potential of small-group interactions to provide significant collegial opportunities. By observing and analyzing these interactions, a better understanding of the role that digital learning resources play in supporting professional learning will be gained. The professional development process designed for this study uses multimedia modules as a stimulus for discussing mathematical, pedagogical, and philosophical concepts and issues related to The National Council of Teachers of Mathematics (NCTM) Standards. The purpose of this study is to better understand how the multimedia modules and the collaborative inquiry process contribute to building a supportive environment that is conducive to developing teachers' pedagogical content knowledge.

Citation

Stirling, D.L. Toward new norms of professional interaction: Facilitating teacher talk using multimedia. Ph.D. thesis, Arizona State University. Retrieved January 29, 2020 from https://www.learntechlib.org/p/117303/.

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords

• elementary education
• Teacher Training Education
• Technology of Education