Building Capacity for Technology Teacher Leadership Through Collaborative Inquiry

• In Event: 15.060 - MTCC Roundtable Session One
  In Roundtable Session: 15.060-3 - Teaching and Leading for Diverse Learning

Abstract

As an extension of emerging research on the role of teacher leaders to support teacher professional learning, this case study examined the use of collaborative inquiry as a means to build technology teacher leaders’ capacity to support teacher colleagues’ improvements in technology integration. Findings indicate collaborative inquiry served as a useful mechanism for modeling how to subsequently engage teachers in collaborative inquiry. As a result of engaging in collaborative inquiry, technology teacher leaders also identified barriers to teachers’ professional learning about technology integration, and they redesigned structures for teachers’ professional learning in ways that align with research on effective professional development. Study findings have implications for preparing teacher leaders to effectively strengthen teacher colleagues’ technology integration efforts.

Authors

• Brittany Collier-Gibson, The Ohio State University - Lima

• Anika Ball Anthony, The Ohio State University

• Lauren Acree, The Ohio State University