Electronic Resource

The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy

---

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

---

Availability

No copy data

Detail Information

Series Title

-

Call Number

-

Publisher

: Journal of Technology and Teacher Education., 2005

Collation

-

Language

English

ISBN/ISSN

1059-7069

Classification

NONE

Content Type

-

Media Type

-

Carrier Type

-

Edition

-

Subject(s)

Ebook
english language arts
language arts
middle school
pedagogy
professional development

Specific Detail Info

-

Statement of Responsibility

-

Other version/related

File Attachment

Comments

---

You must be logged in to post a comment