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Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities
PROCEEDING

, Virginia Commonwealth University, United States ; , University of VIrginia, United States

AACE Award

EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers’ own voices an illustration of their learning processes is presented, and the gap between what is supported by their school and the activities they engage in becomes evident. Because their learning needs about technology integration were insufficiently supported through formal learning opportunities, these teachers augmented these activities with informal and independent activities. This finding of how teachers form interrelated systems of formal, informal, and independent learning activities can assist schools in creating more effective learning programs that better align to the ways in which teachers learn how to integrate technology into their instruction.

Citation

Jones, M. & Dexter, S. (2017). Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 566-577). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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