The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy
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Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. Norfolk, VA: SITE.
Retrieved from http://www.editlib.org/p/26105.
Journal of Technology and Teacher Education
Volume 13, Issue 2, April 2005
Society for Information Technology & Teacher Education Norfolk, VA
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Using a multiple-case embedded research design (Yin, 1994), this study examined the nature of teachers' learning during technology professional development activities and the extent to which their subsequent technology-supported pedagogy was innovative. Four English language arts teachers, who ranged in teaching and technology experience, served as contrasting case studies. Results suggested that the power to develop innovative technology-supported pedagogy lies in the teacher's interpretation of the newly learned technology's value for supporting instruction and learning in the classroom; learning experiences grounded in content-based, technology examples were most effective toward this end. Furthermore, teachers with less professional knowledge (e.g., pre-service or novice) and/or less intrinsic interest in identifying uses for technology may need guided or collaborative, content-specific technology learning opportunities, while teachers with more professional knowledge (e.g., veteran) may be able to develop innovative technology-supported pedagogy by bringing their own learning goals to bear in professional development activities. Collaborative, subject-specific technology inquiry groups are proposed as professional development that supports all teachers' learning to integrate technology into their subject areas.
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- Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
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