Learning to Integrate New Technologies into Teaching and Learning through a Design-based Model of Professional Development
Source: Journal of Technology and Teacher Education Volume 21, No. 2, April 2013, 203-223.
This article argues that in order for teachers to be prepared to use such technologies, the structure of teacher professional development (TPD) is critical.
The Teaching Using Technology Studio was designed as a design-based professional development program for sixteen upper elementary teachers in California.
This study addressed the following question: What is the impact of a design-based TPD model on teachers’ knowledge, attitudes and behaviors regarding integration of technology into teaching and learning?
The impact of the program on knowledge, attitudes, and behaviors was measured using pre-post scores on a Knowledge/Use scale, a Teacher Technology Proficiency Assessment, teacher reflections, classroom observations, and student technology proficiency data.
Data analysis showed significant changes in teachers reported knowledge and integration of technology into teaching, an increase in technology literacy of teachers and students, and students’ use of technology for learning.
Findings suggest that TPD models that utilize a design-based approach may hold greater promise for authentic, generative teacher knowledge development and integration of technology into teaching and learning.