Designing effective professional development for technology integration in schools

Yurtseven Avci Z., O'Dwyer L. M., Lawson J.

JOURNAL OF COMPUTER ASSISTED LEARNING, cilt.36, sa.2, ss.160-177, 2020 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1111/jcal.12394
  • Dergi Adı: JOURNAL OF COMPUTER ASSISTED LEARNING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, PASCAL, Applied Science & Technology Source, CINAHL, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.160-177
  • Anahtar Kelimeler: classroom, model development, professional development, teacher, technology integration, TEACHER BELIEFS, CLASSROOM, KNOWLEDGE, IMPACT, CONFIDENCE, EDUCATION, SKILLS
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

This study aims to explore the critical factors for effective professional development (PD) activities to support teachers' technology integration and suggests a design model: flipped PD. The following questions are investigated: What are the core features of effective teacher PD, what are the implications of core features in effective technology integration PD, and what are the best practices for designing a flipped PD model for preparing teachers to integrate technology into their classrooms? First, we discuss the core features of effective teacher PD: content focus, active learning, coherence, duration, collective participation, and the role of context. Second, we explore design factors in recent technology integration PD studies: learner centred, relevance and reflection, evidence of student learning, support and follow-up, student voice, and initial implementation with teacher leaders. Finally, we present a discussion of our recommendations for a flipped model for technology integration PD.