The Instructional Architect Research Group Copyright (c) 2013 Utah State University All rights reserved. http://digitalcommons.usu.edu/iagroup Recent documents in The Instructional Architect Research Group en-us Sun, 27 Jan 2013 04:35:50 PST 3600 Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs http://digitalcommons.usu.edu/iagroup/8 http://digitalcommons.usu.edu/iagroup/8 Wed, 11 Apr 2012 10:19:48 PDT Andrew Walker et al. Designing For Problem Based Learning: A Comparative Study Of Technology Professional Development http://digitalcommons.usu.edu/iagroup/7 http://digitalcommons.usu.edu/iagroup/7 Tue, 10 Apr 2012 20:18:37 PDT Andrew Walker et al. COMPARING TECHNOLOGY-RELATED TEACHER PROFESSIONAL DEVELOPMENT DESIGNS: A MULTILEVEL STUDY OF TEACHER AND STUDENT IMPACTS http://digitalcommons.usu.edu/iagroup/6 http://digitalcommons.usu.edu/iagroup/6 Tue, 10 Apr 2012 20:06:00 PDT Andrew Walker et al. Investigating Impacts of Technology-Related Teacher Professional Development Designs: A Comparative Case Study http://digitalcommons.usu.edu/iagroup/5 http://digitalcommons.usu.edu/iagroup/5 Tue, 10 Apr 2012 19:55:08 PDT Mimi Recker et al. Hitting the trifecta: A professional development model for creating, using and disseminating open education resources. http://digitalcommons.usu.edu/iagroup/4 http://digitalcommons.usu.edu/iagroup/4 Fri, 11 Feb 2011 11:48:00 PST This session presents a teacher professional development model developed by the Digital Libraries go to School project. Presenters will discuss the curriculum, which utilizes the Instructional Architect and the National Science Digital Library. Presenters will share preliminary data, lessons learned, and discuss future work including evaluation and scaling.

]]> Sarah Giersch et al. Teacher professional development models: Inquiry into concurrent versus separate technology and pedagogical knowledge and use http://digitalcommons.usu.edu/iagroup/3 http://digitalcommons.usu.edu/iagroup/3 Fri, 11 Feb 2011 11:47:58 PST 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.

]]> Brooke Robertshaw et al. Problem-Based Design: A Technology-Oriented Teacher Professional Development Model. http://digitalcommons.usu.edu/iagroup/2 http://digitalcommons.usu.edu/iagroup/2 Fri, 22 Oct 2010 20:53:35 PDT Andrew Walker et al. Integrating Technology and Problem-Based Learning: A Comparison of Two Teacher Professional Development Approaches http://digitalcommons.usu.edu/iagroup/1 http://digitalcommons.usu.edu/iagroup/1 Fri, 22 Oct 2010 20:43:17 PDT Andrew Walker et al.