A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

View Sample PDF

Author(s): Louise Yarnall (SRI International, USA)and Judith Fusco (SRI International, USA)
Copyright: 2017
Pages: 33
Source title: Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1624-8.ch018

Keywords: Administration & Leadership / Business & Management / Business Science Reference / Educational Administration and Leadership

Purchase

View A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction on the publisher's website for pricing and purchasing information.

Abstract

Domain-specific technologies, which are used for analysis, representation, and production in real-world contexts, differ from basic technologies, such as word processing software and Internet search tools. They cannot be used effectively without adequate command of fundamental domain-specific content knowledge. They can be used to deepen students' understanding of content, but these technologies bring distinct classroom-integration challenges. This chapter presents a framework for supporting in-service teachers to integrate these technologies. The research team derived this framework from data collected during an extended TPACK-style (Technological Pedagogical Content Knowledge) workshop that engaged 13 life science community college instructors in integrating bioinformatics technologies into courses. This chapter presents a case study about the challenges community college teachers faced in implementing these tools—and the strategies they used to address them. Challenges included activity translation, problem definition, implementation, and assessment.

The IRMA Community

Research IRM

A Framework for Supporting In-Service Teachers to Use Domain-Specific Technologies for Instruction

Purchase

Abstract

Related Content

IRMA Sponsors