Technology Professional Development on Catalyst Teachers Through a Blended Approach

• In Event: Teacher Knowledge and Technology Professional Development

Abstract

This mixed-method study investigated teachers’ experience in a one-year technology professional development program with foci on TPACK, blended learning, and a community of catalyst teachers. The findings suggest that this model of technology professional development were effective to improve teachers’ TPACK and maintain their motivation for technology integration. The blended approach provided a flexible, accessible, situated and self-paced PD experience for teachers. A community of catalyst teachers was formed. The sense of community, collaborations, and leadership identity were especially meaningful components of teachers’ experience in this PD program.

Authors

• Kui Xie, The Ohio State University

• Lin Lu, The Ohio State University

• Sheng-Lun Cheng, The Ohio State University - Columbus

• Min Kyu Kim, The Ohio State University