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The Influence of Graduate Coursework on Teacher Leaders' Ability to Integrate Technology into the Curriculum: Results and Comparison from a Follow-up Study on the Acquisition of TPACK Skills
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, , , Indiana University of Pennsylvania, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper reports on a follow-up study of a Scholarship of Teaching and Learning (SoTL) project that investigated participating teacher leaders' perception of their technology integration skills and use, the factors that constrained and facilitated effective technology integration, and the influence that a graduate-level course (e.g. textbook, hand-on activities, direct instruction, self- reflections) had on their willingness to integrate technology more fully in their K-12 classrooms. The authors describe the various ways teacher leaders' integrated technology into their classrooms during the course, and following its conclusion. The researchers also describe how student feedback will be used to make the course more relevant to students’ needs, and the types of university and K-12 partnerships that could be initiated to support teachers in their attempts to prepare students for 21st-century learning.

Citation

Sibert, S.M., Laverick, D. & Machado, C. (2018). The Influence of Graduate Coursework on Teacher Leaders' Ability to Integrate Technology into the Curriculum: Results and Comparison from a Follow-up Study on the Acquisition of TPACK Skills. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 323-333). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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