Technology Integration Into Pedagogical Practice: Analysis of a One-on-One and Group Coaching Model of Professional Development

• In Event: Roundtable Session 18
  In Roundtable Session: Coaching and Facilitation in Professional Development

Abstract

This study explores an inquiry-based, content specific professional development (PD) experience coupled with one-on-one modeling/ coaching sessions to help middle school science teachers improve their integration of technology into their pedagogical practice. Researchers conducted case studies and analyzed teachers’ understanding and shifts in knowledge using the Technological Pedagogical Content Knowledge (TPACK) framework and Replacement, Amplification, Transformation (RAT) model. After participating in the PD experience, results showed teachers demonstrated a slow progression towards an increase in their TPACK knowledge as well as a delayed shift in the RAT model. Implications for an integrative approach towards improving teachers’ understanding and use of technology into their everyday pedagogy are provided.

Authors

• Alex Reyes, University of North Carolina - Chapel Hill

• Terrell Roderick Morton, University of North Carolina - Chapel Hill

• Aubrey N. Comperatore, University of North Carolina - Chapel Hill

• Emily Freeman, University of North Carolina - Chapel Hill

• Lana Minshew, University of North Carolina - Chapel Hill

• Janice L. Anderson, University of North Carolina - Chapel Hill