Association for Educational Communications and Technology
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.
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.