Contextually Based Professional Development |
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| Authors: | J Michael Blocher Shadow W Armfield Laura Sujo–Montes Gary Tucker Elizabeth Willis |
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| Institution: | 1. Northern Arizona University , Flagstaff, Arizona, USA;2. Rochester College , Rochester Hills, Michigan, USA |
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| Abstract: | In this article, the authors detail a study of a three-year professional development project designed to increase in-service teachers’ classroom technology integration. Participants engaged in learning activities that modeled technology integration from a contextually based perspective that included technology, and pedagogical and content knowledge. Although participants reported having very limited technology skills before professional development began, after two years they reported a significant increase in using technology skills. In addition, participants reported increased comfort and confidence in using technology to the level where they changed their teaching practice to integrate technology. Indeed, between years two and three, participants reported a significant increase in technology use for learning by their students. |
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| Keywords: | technology integration professional development digital immigrants integration barriers community technology skills teacher in-service contextually based instruction |
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