You are here:

A Framework for Designing Professional Development Courses in Instructional Technology for Teachers
PROCEEDINGS

, Univ. of Utah, United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

How do faculty in colleges of education gear their instruction in Instructional Technology courses to accommodate the varying levels of knowledge, skills, and abilities of practicing teachers? This presentation provides a framework for designing professional development courses in IT to meet the needs of individual practioners. Key features of the course development model include: assessing the entry level of participants, based on ISTE standards and their levels of proficiency in using technology; determining the availability of technology and support for using technology in participants' schools; and the development of individualized learning plans that are aligned with ISTE standards and based on principles of effective professional development. The intent of the presentation is to stimulate dialogue on designing and delivering effective graduate level coursework in IT to practicing teachers.

Citation

Kennedy, C.S. (2001). A Framework for Designing Professional Development Courses in Instructional Technology for Teachers. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 903-904). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from .

Keywords

References

View References & Citations Map
  1. International Society for Technology in Education (2000). National educational standards for teachers. Eugene, OR: Author.
  2. Little, J. (1999). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
  3. Mandinach, E., & Cline, H. (1992). The impact of technological curriculum innovation on teaching and learning activities. Paper presented at AERA.
  4. National Center for Education Statistics (2000). Teachers tools for the 21st century: technology. Washington, DC: Author. A report on teachers’ use of
  5. Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
  6. WestEd (2000). Teachers who learn, kids who achieve: A look at schools with model professional development. San Francisco: Author.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Pages You've Visited

Abstracts