Situated Professional Development: The CATIE Model

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Swan, K., Jennings, S.J. & Rubenfeld, L. (2002). Situated Professional Development: The CATIE Model. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1915-1920). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/9906.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2002
Denver, Colorado, USA
2002
ISBN 1-880094-45-2
  Philip Barker & Samuel Rebelsky
AACE

More Information on EDMEDIA
Table of Contents

Authors

Karen Swan, University at Albany, USA; Sybillyn Jennings Jennings, The Sage Colleges, USA; Lester Rubenfeld, Rensselaer Polytechnic Institute, USA

Abstract

This presentation will describe a qualitative study investigating the CATIE model of situated professional development for technology integration in schools. We call the CATIE model "situated" because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus situated in authentic technology integration activities. What we think is unique about the CATIE model is that mentors work with schools and teachers on a long-term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most teachers in a school, and we can see the results in terms of student learning, technology integration, and changes in school cultures.

Keywords

• Elementary Education
• Teachers
• Educational Technology
• Professional Development
• Teaching Methods

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