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The TICKIT to Teacher Learning: Designing Professional Development According to Situative Principles
ARTICLE

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Journal of Educational Computing Research Volume 32, Number 4, ISSN 0735-6331

Abstract

Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact of one professional development program on self-reported levels of technology integration. We then frame the success of the design and the positive associations of the TICKIT experiences with increased levels of technology integration against the situated perspective on learning. The situated perspective and its instantiation in the teacher institute provide insight about why the program was effective. We propose that the active ingredient in the model is the intentional design of the program around the tenets of the situated perspective.

Citation

Keller, J.B., Bonk, C.J. & Hew, K. (2005). The TICKIT to Teacher Learning: Designing Professional Development According to Situative Principles. Journal of Educational Computing Research, 32(4), 329-340. Retrieved January 16, 2019 from .

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Cited By

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    Lisa Skultety, Gloriana Gonzalez & Gabriela Vargas, University of Illinois at Urbana-Champaign, United States

    Journal of Technology and Teacher Education Vol. 25, No. 2 (April 2017) pp. 185–213

  3. Preservice Elementary Teachers’ Use of Online Learning Environments in Teaching Experiences

    Beth Klein, Hee-Young Kim & Shufang Shi, SUNY Cortland, United States

    Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3465–3470

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