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)
DOI: 10.4018/978-1-4666-9624-2.ch015
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Abstract

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.
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Background

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.

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