A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching

Autor/inn/en	Franklin, Cheryl A.; Sessoms, Deidre B.
Titel	A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching
Quelle	(2006), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Professional Development; College Faculty; Elementary School Teachers; Middle School Teachers; Technology Integration; Program Descriptions; Program Implementation; Program Evaluation; Schools of Education; Partnerships in Education; Cooperation; School Districts; Data Analysis + Suchen Sie Ihr Suchwort? Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Programme evaluation; Programmevaluation; Erziehungswissenschaftliche Fakultät; Hochschulpartnerschaft; Co-operation; Kooperation; School district; Schulbezirk; Auswertung
Abstract	This paper describes a collaborative professional development model in which faculty in a College of Education partnered with a local school district to design and implement a year-long project in an effort to increase effective integration of technology in instruction by K-8 classroom teachers, university teacher preparation faculty, pre-service teachers and novice teachers graduating from that teacher preparation program. A brief description of the project, its accomplishments and dilemmas, analysis of the project design and experiences of participants through the lens of situative professional development for teachers is presented. Lessons for structuring professional development such that subsequent improvements in technology use within partnership schools and teacher preparation programs can occur are discussed. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10