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ERIC Number: EJ864600
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0738-0569
Factors and Interactions Influencing Technology Integration during Situated Professional Development in an Elementary School
Glazer, Evan M.; Hannafin, Michael J.; Polly, Drew; Rich, Peter
Computers in the Schools, v26 n1 p21-39 2009
This study examined factors that influence K-5 teachers' technology integration efforts during a semester-long Collaborative Apprenticeship. Results suggest that shared planning time, shared curriculum, connection to an individual, expertise, physical proximity, and comfort level influenced interactions across the community of practice. Posing and responding to task-based questions, giving and seeking advice, and sharing ideas composed more than 70% of interactions between teachers. However, the nature of interactions changed as teachers assumed increased responsibility for designing technology-enhanced lessons. Teacher-leaders initially modeled exemplar applications of technology-enhanced lessons and gave advice on their classroom use. Subsequently, the community of teachers brainstormed ideas collaboratively as teacher-leaders supported peers to develop original lessons independently. Implications for collaborative apprenticeships and learning in professional environments are provided. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A