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Practicing Teachers’ Technology Integration: Projects that Mattered
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, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Using an intellectual developmental pedagogical framework (Magolda, 2004) and centering technological projects on a “real classroom need” became a powerful impetus for K-12 teachers enrolled in a graduate program of education to engage in meaningful technology integration. Projects that infused learner-centered theory (Weimer) and community social action supported teachers’ technological development capacities and created a pedagogical shift in classroom practices towards a more student-centered classroom and active community engagement. This paper reports on two qualitative studies that convey the ways in which use of a project-based approach to K-12 teachers’ technology integration supported technological expertise that moved teachers to consider broader conceptions of teaching and learning.

Citation

Kayler, M. & Sprague, D. (2012). Practicing Teachers’ Technology Integration: Projects that Mattered. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1373-1380). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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