A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

Louise Yarnall (SRI International, USA) and Judith Fusco (SRI International, USA)
Copyright: © 2015 |Pages: 31
DOI: 10.4018/978-1-4666-8403-4.ch023
OnDemand PDF Download:
No Current Special Offers


Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.
Chapter Preview


The following section describes past research into basic technology integration and identifies the context factors that drive integration of domain-specific technologies into classrooms, an analysis of the skills needed by teachers to support such integration, and a framework describing the added features needed in current systems for organizing teacher professional development programs around domain-specific technology integration.

Key Terms in this Chapter

Domain-Specific: A class of knowledge that is not likely to be useful or applicable beyond a particular topic or field.

Problem-Based Learning: An instructional approach that engages learners in the process of solving ill-structured problems that are important in real-world contexts. It involves collaboration, free inquiry, research, and application of knowledge. Teachers play the role of a facilitator of learning, not a knowledge provider.

Scenario-Based Learning: A curricular design approach that assigns students a specific role and problem situation, usually drawn from real-world contexts. It involves using resources to support learning while producing an authentic product.

Rapid Prototyping Tools: A set of devices used to create two-dimensional and three-dimensional parts during the design and testing phases.

Schematic Tools: A class of visual representations used in industry to represent the functional systems of technical and mechanical systems and identify points of malfunction.

Data Analytics: A set of practices that mine information collected about those who use online technologies for information searching, learning, and work.

Data Visualization: A term referring to a set of representations that graphically illustrate underlying patterns and trends in quantitative databases.

Project-Based Learning: An active learning design approach that focuses on engaging students in the creation of a product; learners are often (but not always) provided with specifications, and sometimes even directions and the focus in on the construction of a product within those specifications. The amount of scaffolding involved depends on the learners’ needs.

Complete Chapter List

Search this Book: