Technology Integration Into Pedagogical Practice: Analysis of a One-on-One and Group Coaching Model of Professional Development

Presentation given at the American Educational Research Association (AERA) Conference.

This study explores an inquiry-based, content specific professional development (PD) experience coupled with one-on-one modeling/ coaching sessions to help middle school science teachers improve their integration of technology into their pedagogical practice. Researchers conducted case studies and analyzed teachers’ understanding and shifts in knowledge using the Technological Pedagogical Content Knowledge (TPACK) framework and Replacement, Amplification, Transformation (RAT) model. After participating in the PD experience, results showed teachers demonstrated a slow progression towards an increase in their TPACK knowledge as well as a delayed shift in the RAT model. Implications for an integrative approach towards improving teachers’ understanding and use of technology into their everyday pedagogy are provided.