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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, Judith Fusco
Copyright: © 2015 |Pages: 31
ISBN13: 9781466684034|ISBN10: 1466684038|EISBN13: 9781466684041
DOI: 10.4018/978-1-4666-8403-4.ch023
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MLA

Yarnall, Louise, and Judith Fusco. "A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction." Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, IGI Global, 2015, pp. 604-634. https://doi.org/10.4018/978-1-4666-8403-4.ch023

APA

Yarnall, L. & Fusco, J. (2015). A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 604-634). IGI Global. https://doi.org/10.4018/978-1-4666-8403-4.ch023

Chicago

Yarnall, Louise, and Judith Fusco. "A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction." In Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, 604-634. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8403-4.ch023

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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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