Using an Observation Cycle for Helping Teachers Integrate Technology

Julia S. Fuller (University of Florida, USA) and Barry A. Bachenheimer (University of Florida, USA)
Copyright: © 2013 |Pages: 84
EISBN13: 9781466643826|DOI: 10.4018/978-1-4666-3676-7.ch004
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The purpose of this chapter is to present a simulated case study for class discussion about supporting teachers with technology integration. The study frames the authors’ definition of educational technology by focusing on research-based technology training and follow-up observation cycles for facilitating teachers’ application of technology into instruction. Readers should consider the importance of utilizing professional development to support teachers via technology training geared toward integration of specific digital tools and instructional strategies. The instructional design of the study includes a focus on adult learning assumptions (Knowles et al., 1998) and elements found in the professional development literature: (a) content focus, (b) active learning, (c) coherence, (d) duration, and (e) collective participation (Desimone, 2009). Additionally, the use of observation cycles (Danielson, 2007) in this case study emphasizes collaborative planning and feedback opportunities for helping teachers integrate technology, as well as promotes further analysis of the case.
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