| Hughes,
J. E., Kerr, S. P., and Ooms,
A. (2005). Content-Focused Technology Inquiry Groups:
Cases of Teacher Learning and Technology Integration. Journal
of Educational Computing Research, 32(4), 367-379. |
| Although
it has been established that teachers need considerable time to integrate
technology into their teaching, little research has investigated long-term
professional development approaches. Guided by a situated learning
framework, this research examines the nature of teachers' technology
learning when participating in a content-focused technology inquiry
group, the degree to which teachers integrate what they learn into
content-specific student learning activities, and how situated features
of the learning context influence teacher learning. Longitudinal case
studies of participating middle-school teachers revealed a set of
interdependent expectations and social norms established by the inquiry
group that enabled these teachers to learn and integrate technologies
for student learning. The most crucial expectations of inquiry activity
included: (a) facilitating discussions about curriculum, (b) finding
appropriate technology to match teachers' curricular needs,
(c) providing in-class support, and (d) sharing integration accomplishments.
We recommend establishing technology inquiry groups within K-12 school
settings and in teacher education courses. |