ERIC Number: ED477101
Record Type: Non-Journal
Publication Date: 2002-Jun
Situated Professional Development: The CATIE Model.
Swan, Karen; Jennings, Sybillyn
This paper describes a qualitative study investigating the Capital Area Technology and Inquiry in Education (CATIE) model of situated professional development for technology integration in schools and classrooms. The CATIE model is called "situated" because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus situated in authentic technology integration activities. Unique about the CATIE model is that mentors work with schools and teachers on a long term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most of the teachers and administrators in a school, and the results can be seen in terms of student learning, technology integration, and changes in school cultures. Findings from data collected to date, including monthly mentor reports, interviews with mentors, teachers, and school administrators, classroom observations, and student artifacts, are used to support discussion of the model. (Contains 10 references.) (Author)
Descriptors: Computer Uses in Education, Curriculum Development, Educational Technology, Faculty Development, Inquiry, Instructional Effectiveness, Models, Professional Development, Technology Education, Technology Integration
Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: email@example.com; Web site: http://www.aace.org/DL/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A