Countries:
Published:
Nov. 01, 2015
Source: Journal of Digital Learning in Teacher Education, Volume 31, Issue 4, 2015, p. 134-147
Using a qualitative approach, the authors documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course.
In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise.
The authors found evidence that small changes in their practice were creating larger consequences within their college; it appears the author's professional development model is creating a positive cultural shift.