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ERIC Number: EJ876900
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1040-2454
Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools
Whipp, Joan L.; Eckman, Ellen Wexler; van den Kieboom, Leigh
Journal of Computing in Teacher Education, v22 n1 p37-43 Fall 2005
This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors' experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow's Teachers in Technology (PT[cube]) project. After a review of sociocultural theory and their context, the authors describe three "activity systems" in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included: varied activities aimed at both beginning and advanced technology users, multiple levels of "assisted performance," and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined. (Contains 1 table.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A