Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Using narrative inquiry, this study examines how a technology-related professional development experience influenced three secondary school international teachers from Kenya, India, and Brazil. The results, written as restories, describe the desire and determination of the participants to deliver technology-infused instruction despite scarce resources. The narratives also depict the changes in their perceptions regarding educational technologies. Additionally, the importance of context in technology professional development becomes clear through the lived experiences of the participants.
Dalal, M. & Archambault, L. (2018). International Teachers’ Evolving Relationships with Educational Technology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 612-620). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/182591/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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