A Model of Teacher Professional Development to Support Technology Integration
Lee Ehman, Curtis J. Bonk, Indiana University, United States ; Lisa Yamagata-Lynch, Northern Illinois University, United States
AACE Review (formerly AACE Journal) Volume 13, Number 3, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this paper is to report on the professional development model of Teacher Institute for Curriculum Knowledge about Integration of Technology (TICKIT). This paper will situate the TICKIT model with past findings from professional development research, and provide researchers and practitioners facilitating future programs advice based on our findings. TICKIT is an inservice yearlong professional development program for teachers from rural schools with the goal to foster thoughtful infusion of educational technology into the K-12 curricula. The program was based at the School of Education at Indiana University Bloomington campus from 1999-2003. As a result of the five years experience, we have identified program characteristics that are critical to teachers successfully accomplishing their technology integration goals. These program characteristics include: (a) classroom-based curriculum projects, (b) teacher choice, (c) systematic reflection on practice, (d) reports by teachers of their work to other professionals, and (d) impact by teachers on others in their schools. Additionally, we provide several lessons learned from TICKIT that are relevant to other technology professional development programs.
Ehman, L., Bonk, C.J. & Yamagata-Lynch, L. (2005). A Model of Teacher Professional Development to Support Technology Integration. AACE Review (formerly AACE Journal), 13(3), 251-270. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)