Source: Journal of Digital Learning in Teacher Education, Volume 29, Issue 3, 2013, p. 72-81.
The present study investigated changes in inservice teachers’ technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools.
The authors collected survey and interview data in the pre/post format, and teaching portfolios served to triangulate survey and interview results.
They observed improvements in both perceived technological pedagogical content knowledge and technology integration self-efficacy.
They found that the successes in implementing learning activities recorded in the teaching portfolios were attributed to the collaborative nature of instructional design, whereas the perceived weaknesses were attributed to personal planning skills.
The results suggest that instructional design 2.0 can be a useful professional development activity for inservice teachers.