Education Commons^™

Teacher Professional Development Models: Inquiry Into Concurrent Versus Separate Technology And Pedagogical Knowledge And Use, Brooke Robertshaw, Jeffery Olsen, Andrew Walker

The Instructional Architect Research Group

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.