TY - JOUR
T1 - Learning to teach with new technology
T2 - Implications for professional development
AU - Mouza, Chrystalla
N1 - Funding Information:
In 1996, the Institute for Learning Technologies (ILT) at Teachers College, Columbia University initiated the Eiffel Project, a five-year project funded by the U.S. Department of Education under the Technology Innovation Challenge Grant program. A major goal of the Eiffel Project has been to prepare teachers in 67 New York City public schools to use classroom technologies by providing effectiYe professional development. This study describes one professional development program implemented through the Eiffel Project during the spring of 2000. Furthermore, the study investigates three questions relevant to teacher learning: (1) How did the Eiffel professional development program affect reacher technological competence?, (2) How did teachers use technology in their classroom during their participation in the Eiffel professional development program?, and (3) How did school contextual factors influence the use of technology in the classroom? Finally, based on teacher perceptions and assessment of the Eiffel Project, the study draws implications for the design of effective technology professional development.
PY - 2002
Y1 - 2002
N2 - This study describes a professional development program designed to help K-12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology. As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the efficacy and degree of technology implementation within the school environment included administrative support, student needs, collaboration with other teachers, and technological resources. Findings of this study help draw guidelines for future design of professional development related to the use of technology in K-12 classrooms.
AB - This study describes a professional development program designed to help K-12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology. As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the efficacy and degree of technology implementation within the school environment included administrative support, student needs, collaboration with other teachers, and technological resources. Findings of this study help draw guidelines for future design of professional development related to the use of technology in K-12 classrooms.
KW - Professional development
KW - School context
KW - Teacher use of technology
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U2 - 10.1080/15391523.2002.10782386
DO - 10.1080/15391523.2002.10782386
M3 - Article
AN - SCOPUS:85007809999
SN - 1539-1523
VL - 35
SP - 272
EP - 289
JO - Journal of Research on Technology in Education
JF - Journal of Research on Technology in Education
IS - 2
ER -