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.Abstract
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 |
| Research Area: | Education |
| 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 |
| URI: | http://eprints.kingston.ac.uk/id/eprint/700 |
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