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ERIC Number: EJ893870
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-2153-2974
Framing the Assessment of Educational Technology Professional Development in a Culture of Learning
Pierson, Melissa; Borthwick, Arlene
Journal of Digital Learning in Teacher Education, v26 n4 p126-131 Sum 2010
Assessing the effectiveness of educational technology professional development (ETPD) must go beyond obtaining feedback from participants about their level of satisfaction with a workshop presenter. Effective and meaningful assessment of ETPD requires that we design inservice learning activities that can be measured using methods that are consistent with what we know about teaching and learning, recognize teacher and student change as it relates to the larger teaching and learning context, and view evaluation as an inseparable component of ongoing teacher action. We therefore offer for consideration an ETPD assessment model that merges three theoretical constructs through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge (TPACK), (b) organizational learning, and (c) participant research and inquiry. (Contains 2 figures.)
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 - Evaluative
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A