Engaging Multiple Digital Technologies as a Foundation for an Online Learning Trajectory

• In Event: Roundtable Session 3
  In Roundtable Session: Dynamic Strategies for Technology in Teacher Education

Abstract

This study examines the value of incorporating multiple technologies for learning in innovative K-12 teachers’ online professional development programs structured through learning trajectories. This multiple case study describes the different purposes for which the participants employed various technologies for their own continued learning: inquiry, collaboration, and communications/sharing. This study describes the impact of learning to learn with multiple technologies on the participants’ ability to engage in online courses structured using an instructor-designed learning trajectory that is embedded in social metacognitive constructivist framework. The study concludes by proposing a model that describes how of multiple technologies might be used and how interaction among these technologies supports the online instructional progression toward building knowledge for learning with multiple technologies.

Authors

• Henry Gillow-Wiles, Oregon State University

• Margaret L. Niess, Oregon State University