Transforming Teachers’ Knowledge of Practice for Teaching With Technologies: An Online Learning Progression

• In Event: Poster Session 9
  In Poster Session: Innovative Initiatives in Teacher Education

Abstract

This study examines an online learning progression that advances K-12 teachers’ conceptions of the knowledge-of-practice for integrating technologies as mathematics and scientific learning tools. Each course uses a social metacognitive constructivist learning trajectory that activates inquiry learning communities in specific tasks and reflections to challenge and support their thinking about teaching. The online technology coursework is interwoven with a hybrid course that blends community inquiries with teacher practice and reflection as they design, implement, and assess the impact of teaching with technologies. This descriptive case study reveals the impact of the designed learning progression and concludes by proposing an online instructional progression for transforming teachers’ knowledge-of-practice for teaching with technologies.

Authors

• Margaret L. Niess, Oregon State University

• Henry Gillow-Wiles, Oregon State University