Designing effective professional development for technology integration in schools

Avcı, Zeynep Yurtseven; O’Dwyer, Laura M.; Lawson, Jordan

doi:10.1111/jcal.12394

Cited by 60 publications

(39 citation statements)

References 52 publications

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“…The SQD model may not only be helpful for training pre-service teachers, but also for professional development in general. Yurtseven Avci, O'Dwyer, and Lawson (2020) reviewed thirty-two studies about professional development in the realm of technology in education. Overall, they identified categories that are consistent with the SQD model.…”

Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

146

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This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.

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Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

146

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“…In addition, effective teacher learning necessitates providing a description and rationale for recommended teaching practices and space for teachers to translate what they have learned to their unique instructional contexts. , These previous studies affirm that we as PD facilitators should appeal to VCI participants as learners and teachers of chemistry. Accordingly, we adjusted our initial plans such that we could capitalize on available digital tools to increase our participants’ buy-in with the VCI …”

Section: Pivoting From Face-to-face To Remote Deliverymentioning

confidence: 99%

Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign

Magnone

Tasker

et al. 2021

J. Chem. Educ.

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COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD’s implementation for 20 high school chemistry teachers. Our reflections on the PD’s strengths, areas for improvement, and insights alongside participant feedback provide enduring guidelines for fellow teacher educators. Specifically, we forward the importance of conceptualizing theory-informed design principles first, and then modifying the delivery with appropriate tools and technologies. As PD facilitators, we also draw attention to the necessity for flexibility. Remaining open to adaptation during implementation is crucial to advance teacher learning and engagement. We hope our process for how and why our PD program was redesigned will inspire future teacher educators to explore new, postpandemic ways of maximizing high-quality PD experiences.

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“…Surprisingly, instructors are rarely encouraged to reflect on how successful they are in integrating technology, even though "reflection is central to all learning" (Bruner, 1960, as cited in Ray & Coulter, 2008). However recently, a small number of researchers underscored the significance and function of reflective practice in achieving technology integration (Avcı et al, 2020;Burger, 2019).…”

Section: / 22mentioning

confidence: 99%

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Kaya

Adıgüzel

2021

CONT ED TECHNOLOGY

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For technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors' opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peerreflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the inservice English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors' technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.

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Designing effective professional development for technology integration in schools

Cited by 60 publications

References 52 publications

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

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