Teacher professional development models: Inquiry into concurrent versus separate technology and pedagogical knowledge and use

Authors

Brooke Robertshaw, Utah State UniversityFollow
Jeffery Olsen, Utah State UniversityFollow
Andrew Walker, Utah State UniversityFollow

Document Type

Presentation

Journal/Book Title/Conference

Association for Educational Communications and Technology

Publication Date

10-2010

Abstract

Examining two iterations of a teacher professional development workshop series, a qualitative inquiry into the extent to which teacher espoused knowledge and in-use teacher knowledge was affected by teaching technology skills concurrently and separately with the problem-based learning model was examined. Using data collected from pre-post surveys and journals, a stratified purposeful selection of three participants from both workshop iterations were selected based on overall PBL and self-reported technology knowledge scores.

Recommended Citation

Robertshaw, Brooke; Olsen, Jeffery; and Walker, Andrew, "Teacher professional development models: Inquiry into concurrent versus separate technology and pedagogical knowledge and use" (2010). The Instructional Architect Research Group. Paper 3.
https://digitalcommons.usu.edu/iagroup/3