Learning to teach with technology: Strategies for in-service professional development

This article describes and reports evaluation results for five key elements of the Challenge 2000 Multimedia Project's inservice professional development program. The five elements are: (a) Technology Learning Coordinators (a mentoring system), (b) Minigrants (small local grants tied to a planning process for teachers), (c) Partnerships (partnering of teachers experienced with multimedia projects with novices), (d) Student Interviews (a project-wide organization for evaluating student projects), and (e) Multimedia Fairs (annual exhibitions of student multimedia projects). Each element could be used alone, but evidence suggests synergistic effects emerged when all five were used together. The program as a whole was successful in developing and disseminating effective strategies for technology use, and in finding a level of systemic support for teaching with technology that made strategic use of limited resources. (Contains 2 figures and 1 note.)

Author: 
Cole, K., Simkins, M., & Penuel, W. R.
Year: 
2002
Source: 
Journal of Technology and Teacher Education, 10(3), 431–455.
Type: 
Related Research
Grade Level: 
intermediate elementary
middle school
secondary
transition
Instructional Support: 
alternate access devices and systems
electronic references and resources
multimedia products and projects
organize and plan
practice and reinforcement activities
Differentiation: 
multiple activities and level
multiple user profiles
student control
teacher control
Text to Speech: 
synthesized
National Writing Next Standards: 
editing and revising
planning and organizing
NCTM Content Standards: 
data analysis & probability
Math: 
Statistics & Probability
English Language Arts: 
Writing