Integrating Technology into the Classroom: Personalizing Teacher Professional Development
PROCEEDINGS
Curtis Slater, Calgary Board of Education, Canada
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
From 2007 to 2009, all teachers working within the Calgary Board of Education were provided with their own laptops in order to support their professional work and to establish the necessary framework to advance technology use within the classroom. As part of this initiative, a number of teachers were followed through an online survey to determine change over time in teacher practice and to identify potential areas of professional development. Findings from the survey distributed over the three years suggest that professional development should be based on a number of factors, including the Technology, Pedagogy, and Content Knowledge (TPACK) framework (Koehler & Mishra, 2005). A model for identifying these areas of professional development is discussed along with suggestions as to how this may be implemented throughout the system.
Citation
Slater, C. (2009). Integrating Technology into the Classroom: Personalizing Teacher Professional Development. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2467-2469). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/31825/.
© 2009 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Owston, R. & Wideman, H. (2004) Table PC Use at Northern Lights Public School: An Initial evaluation. IRLT Technical Report. Retrieved May 25, 2008, from http://www.microsoft.com/canada/casestudies/northernlights.mspx
- Koehler, M. & Mishra, P. (2005). Technological, Pedagogical and Content Knowledge: A Framework for Teacher Knowledge. Retrieved May 25, 2008, from http://www.tpck.org/tpck/index.php?title=Main_Page.
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Teacher Professional Development - An Empirical Analysis of ICT-related Teacher Cooperation from a School Improvement Perspective
Renate Schulz-Zander & Birgit Eickelmann, Institute for School Development Research, TU Dortmund University, Germany
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1626–1632
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