Studying Technology as a Cohort: Teachers’ Reflections on the Process
Debra Sprague, Priscilla Norton, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The journey toward professional growth, school reform, and an educational response to the challenge of technology integration is often a lonely one. One solution is to design professional development experiences for practicing teachers, particularly graduate study, that is organized around cohorts. Research has examined the outcomes of the cohort process, but it has not explored what features of the cohort process are reported as important in facilitating these outcomes. This article presents the results of a two round questionnaire to identify themes related to the impact of a cohort process. Based on the emergent themes, recommendations for capitalizing on the potentials of graduate study using a cohort process approach are discussed.
Sprague, D. & Norton, P. (1999). Studying Technology as a Cohort: Teachers’ Reflections on the Process. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 722-727). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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Joan Hughes, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
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