Technology Integration Professional Development for Rural Educators
PROCEEDING
Melinda Davis, Cassidy Hall, University of Idaho, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Effective technology integration professional development for rural K-12 educators must help teachers realize the impact of effective classroom technology use, be easy to implement, be usable with limited resources, and build upon prior knowledge and experience. All teachers in the state of Idaho are familiar with the Danielson Framework for Teaching (Framework) because they are observed by administrators using this set of components that is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) standards. By using the Framework to both demonstrate use of technology and train teachers to integrate technology into all aspects of their teaching, teacher’s understanding of meaningful incorporation of technology into teaching and their level of proficiency and comfort with technology improved. Additionally, use of the Framework provides a basis for evaluating teacher knowledge.
Citation
Davis, M. & Hall, C. (2018). Technology Integration Professional Development for Rural Educators. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1808-1817). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/184411/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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