Design-Based Research on Continuous Professional Development and Discipline-Based Inquiry With Pervasive Technology

• In Event: Roundtable Session 25
  In Roundtable Session: Using Embedded Technologies for Teacher Professional Development

Abstract

A design-based research (DBR) approach was used to investigate how online and discipline focused continuous professional development for teachers and a school-wide mobile technology initiative impacted teacher learning and instructional designs, and student learning and intellectual engagement. Qualitative and quantitative data from educators and middle school learners inform research findings on: (i) the importance of continuous professional development and a strong culture of expectation for engaged teaching and instructional leadership, (ii) the correlation between engaged teaching strategies, cognitively challenging tasks, authentic discipline work, and intellectual engagement, (iii) the interaction between knowledge building work and pervasive computing.

Authors

• Sharon Friesen, University of Calgary

• Michele Jacobsen, University of Calgary