| 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. |