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Ongoing Professional Learning

Page history last edited by DassiShtern@gmail.com 11 years, 4 months ago

TPACK Development in Teacher Education.pdf

Hofer, M., , & Grandgenett, N. (2012). TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106.

 

This article describes the effective integration of technology in K–12 schools as an increasing priority.  They talk about the new instructional opportunities that arise as educational technology tools and resources continue to evolve.  However, “any tool is only as good as the user’s knowledge to operate”. Therefore, pre-service for teachers in the field of technology integration should require relatively sophisticated and interrelated understandings of the content. -Dassi

 

Wilson, A. (2012). Effective professional development for e-learning: What do the managers think? British Journal of Educational Technology,43(6), 892-900.

 

This articles delves into a manager's perception of successful professional development in the world of education. Based on research done on 13 educational institutions across New Zealand, Wilson sets out to discover what types of professional development is available, what is viewed as successful and how staff members keep up with new technology. There was specific attention paid to which areas of professional development were deemed successful. Outlined as successful models there were one on one training and department training. Workshops and large study sessions were deemed most unsuccessful. - Devorah

 

 

Rigelman, N. M., , & Ruben, B. (2012). Creating Foundations for Collaboration in Schools: Utilizing Professional Learning Communities to Support Teacher Candidate Learning and Visions of Teaching. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 979-989. 

This article discusses the use of professional learning communities for new teacher candidates.  The "community" includes the teacher candidate, their mentor teacher, the placement school, and the teacher candidates university.  This study looked at how ongoing professional learning communities benefited the teacher candidate over a period of time, making their student teaching more meaningful.  This logic could be applied to teachers using and integrating technology into their classrooms and how PLC’s could be set up in place to help those educators become more comfortable with incorporating technology. 

-Shawn

 

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