期刊
COMPUTERS & EDUCATION
卷 59, 期 4, 页码 1109-1121出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2012.05.014
关键词
Situated professional development; Technology integration; Mentoring; Communities of practice; Case study
资金
- San Diego State University research foundation
This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. Interviews suggest that the situated professional development activities helped create an environment that supported teachers' decisions to integrate technology. Implications for teacher professional development and technology integration are discussed in conjunction with the strengths and limitations of the study. (C) 2012 Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据