The evolution of ARTI: An online tool to promote classroom-based technology outcomes via teacher inquiry

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Dawson, K., Cavanaugh, C. & Ritzhaupt, A. (2009). The evolution of ARTI: An online tool to promote classroom-based technology outcomes via teacher inquiry. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 36-41). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30557.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Kara Dawson, Cathy Cavanaugh, University of Florida, USA; Albert Ritzhaupt, University of North Carolina, Wilmington, USA

Abstract

It is widely recognized that action research leads to a series of benefits for teachers including improved practice, heightened professionalism and activism for positive educational change. More recent research has also suggested that teacher inquiry is a vehicle through which teachers can systematically and intentionally study the ways that technology integration impacts student learning and as a lens through which teachers may experience conceptual change regarding their beliefs about technology integration practices. However, lessons learned from teacher inquiries are rarely shared beyond the school or district level. ARTI (Action Research for Technology Integration) is an online tool designed to support the aggregation of action research results from many classrooms. This presentations (1) describes the 3-year evolution of ARTI, (2) shares classroom-based outcomes of technology use in 17 Florida districts and (3) describes plans making ARTI available for wide scale use by prospective and practicing teachers.

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