Premium
Designing effective professional development for technology integration in schools
Author(s) -
Yurtseven Avci Zeynep,
O'Dwyer Laura M.,
Lawson Jordan
Publication year - 2020
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12394
Subject(s) - technology integration , context (archaeology) , professional development , flipped classroom , educational technology , relevance (law) , psychology , faculty development , reflection (computer programming) , instructional design , pedagogy , computer science , mathematics education , knowledge management , political science , paleontology , law , biology , programming language
Abstract This study aims to explore the critical factors for effective professional development (PD) activities to support teachers' technology integration and suggests a design model: flipped PD. The following questions are investigated: What are the core features of effective teacher PD, what are the implications of core features in effective technology integration PD, and what are the best practices for designing a flipped PD model for preparing teachers to integrate technology into their classrooms? First, we discuss the core features of effective teacher PD: content focus, active learning, coherence, duration, collective participation, and the role of context. Second, we explore design factors in recent technology integration PD studies: learner centred, relevance and reflection, evidence of student learning, support and follow‐up, student voice, and initial implementation with teacher leaders. Finally, we present a discussion of our recommendations for a flipped model for technology integration PD.