Journal
COMPUTERS & EDUCATION
Volume 59, Issue 4, Pages 1109-1121Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2012.05.014
Keywords
Situated professional development; Technology integration; Mentoring; Communities of practice; Case study
Funding
- San Diego State University research foundation
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This case study examines 18 elementary school teachers' perceptions of the barriers to technology integration (access, vision, professional development, time, and beliefs) and instructional practices with technology after two years of situated professional development. Months after transitioning from mentoring to teacher-led communities of practice, teachers continued to report positive perceptions of several barriers and were observed engaging in desirable instructional practices. Interviews suggest that the situated professional development activities helped create an environment that supported teachers' decisions to integrate technology. Implications for teacher professional development and technology integration are discussed in conjunction with the strengths and limitations of the study. (C) 2012 Elsevier Ltd. All rights reserved.
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