Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools

Journal of Digital Learning in Teacher Education

Volumn 27, Issue 1, 2010, Pages 4-11

  Archambault, Leanna ^a   Wetzel, Keith ^a   Foulger, Teresa S ^a   Kim Williams, Mia ^b  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NORTHERN COLORADO   (United States)

Author keywords

and technological pedagogical content knowledge; professional development; social networking; TPACK

Indexed keywords

EID: 79960884839     PISSN: 21532974     EISSN: 23327383     Source Type: Journal    
DOI: 10.1080/21532974.2010.10784651     Document Type: Article

References (22)

1. American Association of Colleges for Teacher Education (AACTE) Best Practices Award Entry for Innovative Use of Technology (2009). Retrieved from http://web.mac.com/teresa.foulger/iWeb/AACTEaward/CTEL_AACTE2008.html
2. Beldarrain, Y., (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27, 139–153
3. Birman, B., Desimone, Garet, M., & Porter, A., (2000). Designing professional development that works. Educational Leadership, 57(8), 28–33
4. Boulos M. N., & Wheeler, S., (2007) The emerging Web 2.0 social software: An enabling suite of sociable technologies in health and healthcare education. Health Information and Libraries Journal, 24(1), 2–23
5. Charmaz, K., (2006). Constructing grounded theory: A practical guide through qualitative analysis. Los Angeles, CA: Sage Publications
6. Dexter, S., Anderson, R. E., & Becker, H. J., (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31, 221–239
7. Garrison, D. R., & Akyol, Z., (2009). Role of instructional technology in the transformation of higher education. Journal of Computing in Higher Education, 21(1), 19–30
8. nd ed.). New York: Longman
9. Harris, J., Mishra, P., & Koehler, M., (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416
10. Hemmi, A., Bayne, S., & Land, R., (2009). Journal of Computer Assisted Learning, 25(1). 19–30
11. Higgins, R., Skelton, A., & Hartley, P., (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53–64
12. Howland, J., & Wedman, J., (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, 12(2), 239–263
13. Koehler, M., & Mishra, P., (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152
14. nd ed.). Chicago: University of Chicago Press
15. Mishra, P., & Koehler, M., (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054
16. T.O’Reilly, (2004). Open source paradigm shift: The architecture of participation. Retrieved September 20, 2009, from http://tim.oreilly.com/articles/paradigmshift_0504.html
17. nd ed.). Newbury Park, CA: Sage Publications
18. Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C., (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press
19. nd ed.). Thousand Oaks, CA: Sage Publications
20. st century education system. Retrieved August 16, 2009, from http://www.setda.org/web/guest/maximizingimpactreport
21. Vygotsky, L. S., (1978). Mind in society. Cambridge: Harvard University Press
22. Wenger, E., (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press