SIGTE Research Award Winner

AbstractReformers seek to change American schools so that students are more often engaged in complex, authentic tasks that demand higher-level thinking and active learning. Technology can provide considerable support for that kind of education. However, integrating technology into a system of reformed practice is going to require more relevant and powerful programs of professional development for teachers—the agents who are being asked to drastically change what they teach and how they teach it. School districts must create new opportunities for teachers to learn the technical and pedagogical skills to implement the reform agenda. This study examines one such district initiative, a teacher development program aimed at integrating technology into constructivist classrooms. Analysis is focused on the four elements deemed crucial for effective teacher learning: challenges to frames of reference, situated learning, collaborative reflection, and long-term collegial interaction. I also examine whether several f...