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Learning & Leading with Technology, v38 n8 p38-39 Jun-Jul 2011

Difficulty securing adequate professional development (PD) has long been a barrier to the effective implementation of educational technology. Concerns about the dearth of PD for helping teachers integrate technology into their instructional practices raised nearly 25 years ago appear to still hold true despite repeated calls for increased attention to PD for technology integration. Regardless of where the conversation takes place--in a classroom, conference hall, or coffee shop--when the word technology enters the dialogue, there is typically an immediate shift to thinking about the physical manifestations of technology. For models of PD in technology to become crucial to reform movements, the authors argue that teachers must first be seen as learners. In Models of Information Technology Teacher Professional Development that Engage with Teachers' Hearts and Minds, Glenice Watson draws on the work of Everett Rogers to identify five types of teacher personalities in relation to change: the innovator, the early adopter, the early majority, the late majority, and the laggards. She points out that working with so many different types of teachers requires individualization and ongoing support. Without ongoing support for all kinds of teacher-learners, only the innovators and the early adopters are able to keep pace with the changes. (Contains 7 resources.)

Descriptors: Technology Integration, Information Technology, Educational Change, Educational Technology, Professional Development, Teaching Methods, Models, Pedagogical Content Knowledge

International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste[at]; Web site:

Autor: Niederhauser, Dale; Wessling, Sarah


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