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Teacher Professional Development: Two Case Studies of Curriculum-driven Training PROCEEDINGS

, Rice University

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

At schools, educational software and hardware find their way into classrooms through school-budgeted acquisitions, grants, donations and parents’ efforts. This surge in educational technology has spurred the need for training strategies that will effectively develop teacher’s abilities to incorporate these technologies into curriculum. Thus, in many instances what schools lack is not so much basic hardware, but teacher training (OTA, 1995). The Office of Technology Assessment concludes that among the most urgent policy changes is the provision of high-quality preparation of staff (p. 42, 1995). More specifically, Teachers and Technology: Making the Connection (OTA, 1995) reports:

Citation

Sol, C.R. (1998). Teacher Professional Development: Two Case Studies of Curriculum-driven Training. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 420-424). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2017 from .