You are here:

Studying Classroom Practice: Case Development for Professional Learning in Technology Integration
Article

, , University of Delaware, United States

Journal of Technology and Teacher Education Volume 17, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Full Text

Abstract

This study investigated the efficacy of case development as an instrument for teacher learning in technology integration. In particular, the study investigated whether case development can help teachers (a) develop the ability to integrate technology with content and pedagogy, and (b) cultivate skills required to reflect on their own teaching with technology and learn from their practice. The data consisted of case narratives developed by five in-service teachers, a volume of online discussion entries, and in-depth interviews. Findings indicated that case development can help teachers develop a critical understanding of the nuanced relationship between technology, content, and pedagogy and transfer their learning into practice. It can also help teachers engage in the type of reflection that enables them to question fundamental assumptions, reconsider their beliefs towards technology, and learn from their practice. The results of the study help advance our understanding of teacher learning from case development and bear implications for the design of in-service technology programs that treat classroom practice as a site of inquiry.

Citation

Mouza, C. & Wong, W. (2009). Studying Classroom Practice: Case Development for Professional Learning in Technology Integration. Journal of Technology and Teacher Education, 17(2), 175-202. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 30, 2023 from .

© 2009 Society for Information Technology & Teacher Education

Keywords

References

View References & Citations Map
  1. Ball, D.L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes
  2. Barnett, C. (1998). Mathematics teaching cases as a catalyst for informed strategic inquiry. Teaching and Teacher Education, 14(1), 81-93.
  3. Bartell, C. A. (1990). Action research: Cases of effective teaching practices. Teacher Education Quarterly, 17(1), 79-92.
  4. Brantley-Dias, L., Kinuthia, W., Shoffner, M., de Castro, C., & Rigole, N. (2007). Developing pedagogical technology integration content knowledge in preservice teachers: A
  5. Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271-315.
  6. Cochran-Smith, M., & Lytle, S. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25.
  7. Darling-Hammond, L., & Hammerness, K. (2002). Toward a pedagogy of cases in teacher education. Teaching Education, 13(2), 125-135.
  8. Davis, E.A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281-301.
  9. Franke, M.L., Carpenter, T.P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.
  10. Hatton, N., & Smith, D. (1995). Reflection in teacher education. Toward definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
  11. Hammerness, K., Darling-Hammond, L., & Shulman, L. (2002). Toward expert thinking: How curriculum-case writing prompts the development of theory-based professional knowledge in student teachers. Teaching Education, 13(2), 219-243.
  12. Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from practice. Journal of Teacher Education, 58(1), 47-61.
  13. International Society for Technology in Education. (2000). National educational technology standards for teachers: Preparing teachers to teach with technology. Eugene, OR: ISTE.
  14. Kolodner, J. (1992). An introduction to case based reasoning. Artificial Intelligence Review, 6(1), 3-34.
  15. Lee, Y., & Ertmer, P.A. (2006). Examining the impact of small group discussions and question prompts on vicarious learning outcomes. Journal of Research on Technology in Education, 39(1), 36-50.
  16. Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  17. Loughran, J.J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43.
  18. Margerum-Leys, J., & Marx, R. W. (2002). Teacher knowledge of educational technology:
  19. Merseth, K. K. (1996). Cases and the case method in teacher education. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 722-746). New York: Simon & Schuster/Macmillan.
  20. Mishra, P., & Koehler, M. (2003). Not WHAT but HOW: Becoming design-wise about educational technology. In Y. Zhao (Ed.), What should teachers need to know about technology: Perspectives and practices (pp. 99-122). Greenwich, CT: Information Age.
  21. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 10171054
  22. National Center for Educational Evaluation and Regional Assistance (2007). Effectiveness of reading and mathematics software programs: Findings from the first student
  23. Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  24. Richert, A. (2005). Inquiring about practice: Using web-based materials to develop teacher inquiry. Teaching Education, 16(4), 297-310.
  25. Roschelle, J., Pea, R.D., Hoadley, C.M., Gordin, D.G., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76-101.
  26. Shulman, J. (2002, April). Happy accidents: Cases as opportunities for learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Retrieved November 1, 2008, from http://www.wested.org/online_pubs/happyaccidents.pdf
  27. Shulman, J. H. (2003, April). From practice to theory and back again: Cases and portfolios as instruments for professional development. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Retrieved
  28. Shulman, J., & Kepner, D. (1999). The editorial imperative: Responding to productive tensions between case writing and individual development. Teacher Education Quarterly, 26(1), 91-111.
  29. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  30. Shulman, L. S. (1992). Toward a pedagogy of cases. In J. H. Shulman (Ed.), Case methods in teacher education (pp. 1-30). New York: Teachers College Press.
  31. Shulman, L.S. (1996). Just in case: Reflections on learning from experience. In J.A. Colbert, P. Desberg, & K. Trimble (Eds.), The case for reflection: Contemporary approaches for using case methods (pp. 197-217). Boston: Allyn & Bacon.
  32. Sykes, G., & Bird, T. (1992). Teacher education and the case idea. Review of Research in Education, 18, 457-521.
  33. Thompson, A., & Mishra, P. (2008). Breaking news: TPCK becomes TPACK. Journal of Computing in Teacher Education, 24(2), 38.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections