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Article: The tickit to teacher learning: Designing professional development according to situative principles

TitleThe tickit to teacher learning: Designing professional development according to situative principles
Authors
Issue Date2005
Citation
Journal of Educational Computing Research, 2005, v. 32 n. 4 SPEC. ISS., p. 329-340 How to Cite?
AbstractProfessional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact of one professional development program on self-reported levels of technology integration. We then frame the success of the design and the positive associations of the TICKIT experiences with increased levels of technology integration against the situated perspective on learning. The situated perspective and its instantiation in the teacher institute provide insight about why the program was effective. We propose that the active ingredient in the model is the intentional design of the program around the tenets of the situated perspective. © 2005, Baywood Publishing Co., Inc.
Persistent Identifierhttp://hdl.handle.net/10722/194154
ISSN
2015 Impact Factor: 0.644
2015 SCImago Journal Rankings: 0.550

 

DC FieldValueLanguage
dc.contributor.authorKeller, JB-
dc.contributor.authorBonk, CJ-
dc.contributor.authorHew, K-
dc.date.accessioned2014-01-30T03:32:14Z-
dc.date.available2014-01-30T03:32:14Z-
dc.date.issued2005-
dc.identifier.citationJournal of Educational Computing Research, 2005, v. 32 n. 4 SPEC. ISS., p. 329-340-
dc.identifier.issn0735-6331-
dc.identifier.urihttp://hdl.handle.net/10722/194154-
dc.description.abstractProfessional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact of one professional development program on self-reported levels of technology integration. We then frame the success of the design and the positive associations of the TICKIT experiences with increased levels of technology integration against the situated perspective on learning. The situated perspective and its instantiation in the teacher institute provide insight about why the program was effective. We propose that the active ingredient in the model is the intentional design of the program around the tenets of the situated perspective. © 2005, Baywood Publishing Co., Inc.-
dc.languageeng-
dc.relation.ispartofJournal of Educational Computing Research-
dc.titleThe tickit to teacher learning: Designing professional development according to situative principles-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.2190/68XG-THRV-HT4D-ECA4-
dc.identifier.scopuseid_2-s2.0-28044453324-
dc.identifier.volume32-
dc.identifier.issue4 SPEC. ISS.-
dc.identifier.spage329-
dc.identifier.epage340-

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