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A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

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Author(s)
Zinger, Doron
Naranjo, Ashley
Amador, Isabel
Gilbertson, Nicole
Warschauer, Mark

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URI
http://hdl.handle.net/20.500.12424/48849
Online Access
http://editlib.org/p/178235
Abstract
Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program designed to prepare a cohort of middle school social studies teachers to teach with an online resource, the Smithsonian Learning Lab. They examined how an iterative, design-based approach used teacher feedback to develop learning opportunities in the PD. Using the technological, pedagogical, and content knowledge framework (TPACK), they found that through four iterations of 1-day PD workshops, PDs afforded teachers increasingly individualized and meaningful opportunities to learn. Teacher feedback emerged as a central component in the changes and development of the PD series. Through the course of the PD, teacher knowledge increased across five of seven TPACK domains.
Date
2017-09
Type
Article
Identifier
oai:editlib.org:p/178235
http://editlib.org/p/178235
Copyright/License
Copyright (c) AACE. All rights reserved.
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Contemporary Issues in Technology and Teacher Education

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