ERIC Number: ED476365
Record Type: RIE
Publication Date: 2003-Feb
Teachers, Technology, and Policy: What Have We Learned?
Sanchez, N. A.; Nichols, P.
This paper summarizes Technology Integration Project efforts in four urban elementary schools that were involved in Professional Development Schools (PDSs). Project activities centered on: supporting the rooting of technology integration into school culture and teachers' efforts to integrate technology into their classrooms and strengthening the PDS partnership. Three factors were critical to the project: organizational strategies, professional development, and research activities. The Project emphasized teachers' ownership of their learning. Data collection involved participant interviews and surveys, classroom observations, and document review. Results found that the organization of the project supported teacher-driven learning and inquiry-based research. An inquiry approach strengthened teachers' involvement in the project and heightened the sophistication of technology integration. Ongoing and focused professional development supported teachers in designing and implementing classroom projects that integrated technology. The professional development provided teachers with the knowledge, capacity, skills, and confidence needed for project implementation in ways that were responsive to teacher learning needs. Overall, strategies implemented by the PDS Technology Integration Project increased technology integration and supported and strengthened PDS practices. (Contains 11 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Holmes Partnership (Washington, DC, 2003).