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Professional development featuring sustained experiences with educatively scaffolded digital curriculum
PROCEEDINGS

, The University of Alabama, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We developed a design-based research investigation to explore the potential of educatively scaffolded digital curriculum to support in-service teachers’ professional teaching knowledge. Throughout the 2013-14 academic year we supported a secondary school’s full complement of social studies teachers with an innovative professional development program. Specifically we asked: Can multiple experiences with web-based educative curricula over time, real-time support in a professional development context, and collaborative efforts (face-to-face/online) help teachers develop a more professional teaching knowledge? Analysis of participant-created materials, teaching observations, and pre/post-intervention interviews suggest that several features of the program promoted professional teaching knowledge.

Citation

Callahan, C. (2015). Professional development featuring sustained experiences with educatively scaffolded digital curriculum. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2914-2919). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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