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Thinking through Design: Indirect Professional Development
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, , York University, Canada ; , University of Prince Edward Island, Canada ; , York University, Canada

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This paper reports on an inservice, research-driven teacher professional development (PD) program in an elementary school in Toronto, Ontario, Canada. This study differs from other work in this area as participant teachers’ PD is driven not by “learning skills” or even “how to instruct differently” using technology, but by the projects they set out and then support their students in doing. This project-focused, teacher-led and student implemented praxis has meant that technological skills are incidental to the larger problem of curriculum development, knowledge formation and explication.

Citation

Fisher, S., Jenson, J., Lindo, L.M. & Lotherington, H. (2011). Thinking through Design: Indirect Professional Development. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 2439-2444). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .

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