A Model for Professional Development in Technology Integration

Technology-Assisted ESL Acquisition and Development for Nontraditional Learners Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-3223-1.CH009

Hicham Fatmi, Ahmed Chouari

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Abstract

The change in any instructional practice requires an effective professional development plan that best addresses the needs of the teachers. This chapter is an attempt to conceptualize a research-based multi-dimensional model for professional development of teachers with respect to technology integration. The purpose of this study was to use the current literature to determine the characteristics of high quality professional development that focuses on the integration of instructional technology into teaching practices. This study developed as a result of the findings and recommendations from a previous quasi-experimental study. Following a thorough review of related literature to illuminate the recommended professional development practices, a model was developed based on the TPACK framework. The proposed model includes (1) TPACK as the central framework to design the teacher technology integration curricula, (2) the use of online discussion and support platforms to ensure the sustainability component of the training, and (3) on-site professional collaboration and partnership to provide teachers with opportunities to model, share their experiences.

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技术整合中的专业发展模式

任何教学实践的变化都需要一个有效的专业发展计划，以最好地满足教师的需求。本章试图建构一个基于研究的多维技术整合教师专业发展模型。本研究的目的是利用现有文献来确定注重将教学技术融入教学实践的高质量专业发展的特征。这项研究是基于先前一项准实验研究的发现和建议而开展的。在对相关文献进行全面审查以阐明推荐的专业发展实践之后，基于TPACK框架开发了一个模型。提出的模式包括:(1)以TPACK为中心框架设计教师技术整合课程;(2)利用在线讨论和支持平台确保培训的可持续性;(3)现场专业协作和伙伴关系为教师提供建模和分享经验的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Technology-Assisted ESL Acquisition and Development for Nontraditional Learners

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