
Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration
PROCEEDINGS
Joan Hughes, Ann Ooms, University of Minnesota, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper proposes a professional learning model, content-focused technology inquiry groups, that is guided by a situative perspective on teacher learning. Longitudinal case study research will be reported, focusing on the participating teachers' learning and technology integration during the first year of implementation of such a model in a local urban school. Analysis of inquiry group meeting transcripts, teacher interviews, and instructional observations reveal five distinct case studies of teachers' technology learning and integration/use. This paper describes the five cases and discusses the potential relationship between teacher learning and characteristics of the technology inquiry group.
Citation
Hughes, J. & Ooms, A. (2004). Content-focused Technology Inquiry Groups: Cases of Teacher Technology Learning and Integration. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2262-2267). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 25, 2021 from https://www.learntechlib.org/primary/p/14782/.
Keywords
References
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