Content-Specific Instructional Technology Support: Processes and Perceptions

• In Event: Roundtable Session 82
  In Roundtable Session: Reenvisioning the Role of Technology in Education

Abstract

This case study explores a content area specific model for instructional technology support by reporting on how instructional technologists work with math and science teachers in this district and the perceptions of key stakeholders. Results indicate that advantages of the model include new ideas, time to plan, and access to technology, while the only constraint was lack of availability of instructional technologists. The model did leave some teacher needs unmet, such as just-in-time coaching, content-specific formal professional development, support for technology alignment with school vision, and facilitation of sharing technology knowledge among teachers. Suggestions for optimization of this model are provided. This analysis will be of researchers investigating teachers’ development of TPACK , particularly the necessary support models it requires.

Authors

• Hilary Ritt, University of Virginia

• Sara L. Dexter, University of Virginia