Tuesday, March 6
2:45 PM-3:15 PM
CEST
Capitol E

Practicing Teachers’ Technology Integration: Projects that Mattered

Full Paper ID: 35492
  1. aaa
    Mary Kayler
    George Mason University
  2. aaa
    Debra Sprague
    George Mason University

Abstract: Using an intellectual developmental pedagogical framework (Magolda, 2004) and centering technological projects on a “real classroom need” became a powerful impetus for K-12 teachers enrolled in a graduate program of education to engage in meaningful technology integration. Projects that infused learner-centered theory (Weimer) and community social action supported teachers’ technological development capacities and created a pedagogical shift in classroom practices towards a more student-centered classroom and active community engagement. This paper reports on two qualitative studies that convey the ways in which use of a project-based approach to K-12 teachers’ technology integration supported technological expertise that moved teachers to consider broader conceptions of teaching and learning.

Presider: Pasquina Campanella, University of Bari "Aldo Moro"

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x