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Moving from Professional Development to Real-Time Use: How are we Changing Students?

Moving from Professional Development to Real-Time Use: How are we Changing Students?

Meghan Morris Deyoe, Dianna L. Newman, Kristie Asaro-Saddler
Copyright: © 2014 |Pages: 25
ISBN13: 9781466657809|ISBN10: 1466657804|EISBN13: 9781466657816
DOI: 10.4018/978-1-4666-5780-9.ch119
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MLA

Deyoe, Meghan Morris, et al. "Moving from Professional Development to Real-Time Use: How are we Changing Students?." Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 2043-2067. https://doi.org/10.4018/978-1-4666-5780-9.ch119

APA

Deyoe, M. M., Newman, D. L., & Asaro-Saddler, K. (2014). Moving from Professional Development to Real-Time Use: How are we Changing Students?. In I. Management Association (Ed.), Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 2043-2067). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch119

Chicago

Deyoe, Meghan Morris, Dianna L. Newman, and Kristie Asaro-Saddler. "Moving from Professional Development to Real-Time Use: How are we Changing Students?." In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 2043-2067. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5780-9.ch119

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Abstract

This chapter demonstrates the importance of teacher training in the use of technology in literacy instruction by focusing on the need to update current teachers' skills and practice. In the setting described, the emphasis was on the transfer of Technological Pedagogical Content Knowledge (TPACK) strategies, learned via in-service professional development, to program classrooms supplied with twenty-first century technology in a high needs setting for at-risk students in grades 3-9. In addition to the general at-risk setting, specific literacy-related affective and cognitive learning outcomes are noted for students with disabilities and for English language learners. Program findings indicate the benefits of continuous professional development and embedded training along with embedded implementation of technology within pedagogical and content literacy instruction. Positive literacy-related cognitive results are noted for all students enrolled in the program classrooms; data for students with disabilities and English Language Learners (ELLs) also reveals potential benefits.

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