Contextually based professional development

John M Blocher, Shadow W Armfield, Laura E Sujo-Montes, Gary Tucker, Elizabeth Willis

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers' classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content knowledge. Although participants reported having very limited technology skills before professional development began, after two years they reported a significant increase in using technology skills. In addition, participants reported increased comfort and confidence in using technology to the level where they changed their teaching practice to integrate technology. Indeed, between years two and three, participants reported a significant increase in technology use for learning by their students.

Original languageEnglish (US)
Pages (from-to)158-169
Number of pages12
JournalComputers in the Schools
Volume28
Issue number2
DOIs
StatePublished - Apr 2011

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teaching practice
development project
learning
Teaching
confidence
Students
classroom
teacher
student

Keywords

  • Community
  • Contextually based instruction
  • Digital immigrants
  • Integration barriers
  • Professional development
  • Teacher in-service
  • Technology integration
  • Technology skills

ASJC Scopus subject areas

  • Computer Science(all)
  • Library and Information Sciences
  • Education

Cite this

Contextually based professional development. / Blocher, John M; Armfield, Shadow W; Sujo-Montes, Laura E; Tucker, Gary; Willis, Elizabeth.

In: Computers in the Schools, Vol. 28, No. 2, 04.2011, p. 158-169.

Research output: Contribution to journalArticle

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