Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom
Journal of Educational Computing Research Volume 32, Number 4, ISSN 0735-6331
This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in their regular practice, but also gives them the opportunity to explore the full possibilities afforded by a variety of technologies and 1:1 computing opportunities. The program provides an important alternative model for professional development that has been highly successful, not only in increasing teachers' knowledge and confidence in technology integration but also in changing the ways in which teachers think about and use a variety of technologies in their classrooms. Findings also suggest that ubiquitous computing environments afford unique teaching and learning opportunities upon which ordinary classroom teachers can capitalize to a greater or lesser degree.
Swan, K., Kratcoski, A., Mazzer, P. & Schenker, J. (2005). Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom. Journal of Educational Computing Research, 32(4), 353-365.
Cited ByView References & Citations Map
Duan vd Westhuizen, University of Johannesburg, South Africa
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 779–787
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