A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

Autor/inn/en	Zinger, Doron; Naranjo, Ashley; Amador, Isabel; Gilbertson, Nicole; Warschauer, Mark
Titel	A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 17 (2017) 3 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Public Agencies; Technology Integration; Faculty Development; Technology Uses in Education; Social Studies; Middle School Teachers; Technological Literacy; Pedagogical Content Knowledge; Electronic Libraries; Qualitative Research; Pretests Posttests; Transcripts (Written Records); Feedback (Response); Likert Scales; Educational Opportunities; Technology Education; Educational Change; Educational Practices + Suchen Sie Ihr Suchwort? Öffentliche Einrichtung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gemeinschaftskunde; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Pädagogische Kompetenz; Digitale Bibliothek; Elektronische Bibliothek; Qualitative Forschung; Likert-Skala; Bildungsangebot; Bildungschance; Technisch-naturwissenschaftlicher Unterricht; Bildungsreform; Bildungspraxis
Abstract	Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program designed to prepare a cohort of middle school social studies teachers to teach with an online resource, the Smithsonian Learning Lab. They examined how an iterative, design-based approach used teacher feedback to develop learning opportunities in the PD. Using the technological, pedagogical, and content knowledge framework (TPACK), they found that through four iterations of 1-day PD workshops, PDs afforded teachers increasingly individualized and meaningful opportunities to learn. Teacher feedback emerged as a central component in the changes and development of the PD series. Through the course of the PD, teacher knowledge increased across five of seven TPACK domains. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01