ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION
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Ertmer, P., Lehman, J., Park, S., Cramer, J. & Grove, K. (2003). ADOPTION AND USE OF TECHNOLOGY-SUPPORTED LEARNER-CENTERED PEDAGOGIES: BARRIERS TO TEACHERS’ IMPLEMENTATION. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1955-1958). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/14133.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
David Lassner & Carmel McNaught
More Information on EDMEDIA
Table of Contents
Implementation of learner-centered pedagogies in K-12 classrooms poses a number of difficulties for teachers that are not readily addressed through traditional professional development efforts. In this session, we outline the activities and strategies we have used over the last three years to support teachers' implementation of problem-based learning in their classrooms. Based on teacher interviews and PBL implementation data, we describe strategies that have worked, as well as those that haven't, and outline steps taken to confront the various barriers teachers encounter as they attempt to incorporate learner-centered pedagogies within traditional classroom practice.
- A Model of Teacher Professional Development to Support Technology Integration
- Implementing Computer Technologies: Teachers' Perceptions and Practices
- Toward Technology Integration in the Schools: Why It Isn’t Happening
- Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
- What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
- Teachers’ assessment of TPACK: Where are we and what is needed?
- How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?
- Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
- Student-Teacher Interaction on Facebook: What Students Find Appropriate
- An Elaborated Model of the TPACK Framework
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