Search results for: Jaipal Kamini
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A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science With Blogs
This article describes a case study of a technology professional development initiative. Specifically, it examines how participants experienced learning to design and teach with technology through a technology, pedagogy, and content knowledge (TPACK) -based professional development approach at a particular school site. The results reveal that the workshop engaged teachers in a series of learning activities designed to promote the development of teacher knowledge about how to meet content-learning goals through integration of technology in science teaching. In conclusion, these results show that content-centric technology professional development that involves collaboration among a small group of teachers around a common content area, with technical and content area support from experts, supports the transformation of teachers’ hypothetical teaching activities into actual teaching practice.
Updated: Feb. 22, 2018
Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
This article proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice.
Updated: Apr. 22, 2012
Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
This study involved eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors: time to engage and collaborate, workload, and group dynamics.
Updated: Feb. 08, 2012
This article reports on a study of associate teachers' perspectives about their roles in supporting pre-service teachers as they integrate technology during the practicum. Content analysis of pre- and post-interview data from four associate teachers and survey responses revealed that associate teachers' roles varied across a continuum from mentor to co-learner in relation to technology integration.
Updated: Nov. 17, 2009