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Full-Text Articles in Education
Teacher Professional Development Models: Inquiry Into Concurrent Versus Separate Technology And Pedagogical Knowledge And Use, Brooke Robertshaw, Jeffery Olsen, Andrew Walker
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.
A Self-Study Of Virtual Teaching: Making The Leap From Distance Face-To-Face To Wimba Technology, Susan A. Turner
A Self-Study Of Virtual Teaching: Making The Leap From Distance Face-To-Face To Wimba Technology, Susan A. Turner
Teacher Education and Leadership Faculty Publications
How do I best make the shift from teaching a graduate course currently using distance face-to-face technology to WIMBA technology?