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Contextually Based Professional Development
ARTICLE

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

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. (Contains 3 figures and 2 tables.)

Citation

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 May 20, 2019 from .

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