Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program

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Holmes, A., Vargas, J.D., Swan, K., Jennings, S., Meier, E. & Rubenfeld, L. (2002). Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program. Journal of Technology and Teacher Education, 10(2), 169-190. Norfolk, VA: SITE.
Retrieved from http://www.editlib.org/p/15109.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 10, Issue 2, 2002
Society for Information Technology & Teacher Education  Norfolk, VA

More Information on JTATE

Authors

Aliya Holmes, Juan D. Vargas, Karen Swan, University of Albany, United States; Sybillyn Jennings, The Sage Colleges, United States; Ellen Meier, Teachers College, United States; Lester Rubenfeld, Rensselaer Polytechnic Institute, United States

Abstract

This article explores the theoretical basis for a mentoring model of professional development concerned with the integration of computing technologies into classroom teaching and learning. It describes seven factors that affect professional development for technology integration and tells how the Capital Area Technology and Inquiry in Education (CATIE) Program's mentoring approach can be characterized according to each of these. Grounded in situative theories of knowledge and learning, the CATIE model places educational technology experts in schools and classrooms to work directly with teachers. Together mentors and teachers create and implement technology supported lessons that meet the teachers' instructional needs. The CATIE model aims to integrate technology into classroom activities at a grass roots level and situate teacher learning about technology in authentic classroom practice.

Keywords

• Classrooms
• Educational Technology
• Integration
• Mentoring
• Professional Development

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