Tuesday, March 8
1:30 PM-2:00 PM
CEST
Two Rivers

Thinking through Design: Indirect Professional Development

Full Paper ID: 31843
  1. Stephanie Fisher
    York University
  2. aaa
    Jennifer Jenson
    York University
  3. Laura Mae Lindo
    University of Prince Edward Island
  4. Heather Lotherington
    York University

Abstract: This paper reports on an inservice, research-driven teacher professional development (PD) program in an elementary school in Toronto, Ontario, Canada. This study differs from other work in this area as participant teachers’ PD is driven not by “learning skills” or even “how to instruct differently” using technology, but by the projects they set out and then support their students in doing. This project-focused, teacher-led and student implemented praxis has meant that technological skills are incidental to the larger problem of curriculum development, knowledge formation and explication.

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