Content-focused technology inquiry groups: cases of teacher technology learning and integration

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)

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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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