Hughes, J. and Ooms, A. (2004) Content-focused technology inquiry groups: cases of teacher technology learning and integration. In: Society for Information Technology and Teacher Education International Conference; , Atlanta, U.S.. (no. 1)Full text not available from this archive.
This paper proposes a professional learning model, content-focused technology inquiry groups, that is guided by a situative perspective on teacher learning. Longitudinal case study research will be reported, focusing on the participating teachers’ learning and technology integration during the first year of implementation of such a model in a local urban school. Analysis of inquiry group meeting transcripts, teacher interviews, and instructional observations reveal five distinct case studies of teachers’ technology learning and integration/use. This paper describes the five cases and discusses the potential relationship between teacher learning and characteristics of the technology inquiry group.
|Item Type:||Conference or Workshop Item (Paper)|
|Event Title:||Society for Information Technology and Teacher Education International Conference|
|Faculty, School or Research Centre:||Faculty of Arts and Social Sciences > School of Education (until January 2013)|
|Depositing User:||Ann Ooms|
|Date Deposited:||21 Mar 2007|
|Last Modified:||24 Feb 2012 13:55|
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