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Zones of comfort, proximal development and technology skills diffusion: A critical reflection on a curriculum-based approach to inservice teacher training. PROCEEDINGS

, Monmouth Univ., United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper explores the current practice of inservice teacher technology training through the lens of two theoretical constructs; Roger's Diffusion of Innovations theory as it relates to technology diffusion among select groups and Vygotsky's constructivist concept of Zones of Proximal Development as applied to practicing teacher's exposure to new tools in their working environment. The approach to training teachers in the context of their own workspace is directed at exploring situated experiences with new technological tools. The relationship between these tools and their patterns and habits of pedagogical practice are described through ethnographic and quantitative data collected during an inservice technology training for K-8 teachers.

Citation

McCurry, D. (2001). Zones of comfort, proximal development and technology skills diffusion: A critical reflection on a curriculum-based approach to inservice teacher training. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2757-2761). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2018 from .

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