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Contextually Based Professional Development

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Computers in the Schools Volume 28, Number 2, ISSN 0738-0569


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. (Contains 3 figures and 2 tables.)


Blocher, J.M., Armfield, S.W., Sujo-Montes, L., Tucker, G. & Willis, E. (2011). Contextually Based Professional Development. Computers in the Schools, 28(2), 158-169. Retrieved November 30, 2020 from .

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