Implications for Our Work

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What have we learned about technology-related professional development

Focus of Technology Related Professional Development
  • Move from solely “skill” orientation
  • Teach “technology skills” in context focused on understanding
  • Support for this in Apple Classroom of Tomorrow (ACOT) Research

Research Support for Moving from a “Skills” Orientation

  • Fisher, C. & Dwyer, K. Y. (1996)
  • 10 year review of ACOT (Apple Classroom of Tomorrow)
  • Nature of Teacher Change
    • Speed and direction of ACOT teachers’ evolution was closely tied to changes in their beliefs about learning, teacher-student roles, and instructional practice.
    • Role of Technology Skill
      • technology skill IS IMPORTANT
      • . . . but not sufficient for “successful” technology integration
      • danger of skill orientation - can lead to automating industrial era goals of education, I.e. helping learners be more efficient at remembering and recalling information.
      • Nature of Complex Change
        • occurs only if there is corresponding change in teachers’ beliefs and values about their practice.

Attributes of Effective Technology-Related Professional Development that Results in Behavioral Change

  • Give it time
  • Change in beliefs
  • Technology Skills
  • Build connections between teaching, learning and technology skills.




A = What we have learned B = TPACK Frameworkexternal image images?q=tbn:ANd9GcTzvAZAZJD8ulajMnm3GrjYuUwZq5ZfmaTolgoMzWpm4jlVu6HD C = ? Impact on professional practice?

Different Approaches to TPACK Development (Harris, J., Grandgenett, N., & Hofer, M.)

  • Learning-by-design

  • Instructional modeling

  • Collaborative lesson study

  • Make focus of teacher action research

  • TPACK self-assessment during planning



Assessing TPACK