The Teaching Using Technology Studio (TUTS): Learning to Use New Technologies through Responsive Teacher Professional Development PROCEEDINGS
Susan O'Hara, Stanford University, United States ; Robert Pritchard, California State University Sacramento, United States ; Shannon Pella, University of California Davis, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As multi media and technological savvy continue to expand existing notions of contemporary literacy, the need to prepare teachers to use a variety of classroom technologies has never been greater. The Teaching Using Technology Studio was designed as a responsive professional development program for sixteen elementary teachers. This study addressed the following question: “What is the impact of a responsive professional development model on teachers’ capacity to use technology to foster the literacy development of English learners and enhance their understanding of grade level concepts?” the impact of the program was measured by pre-post scores on a Knowledge-Use scale, a Technology Proficiency Assessment, teacher reflections and field notes. Results show an increase in technology proficiency of participants and significant changes in the knowledge and use of instructional components related to the focus of the studio.
O'Hara, S., Pritchard, R. & Pella, S. (2011). The Teaching Using Technology Studio (TUTS): Learning to Use New Technologies through Responsive Teacher Professional Development. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3702-3710). Chesapeake, VA: AACE.
© 2011 AACE