2005
DOI: 10.1177/016264340502000306
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Collaboration is Key: How a Community of Practice Promotes Technology Integration

Abstract: This article discusses how one professional development program (STAR Tech) used communities of practice to help teachers help each other integrate technology tools into the curriculum to benefit students with and without disabilities. This case study focused on the experience of one team member, a third grade teacher of an inclusive classroom. The study provides evidence that a community of practice promoted technology integration.

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Cited by 15 publications
(12 citation statements)
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“…For these relationships to be sustained and result in continuous improvement, the problems identified must be substantive, and all parties must be willing to make meaningful change (Bartholomew & Sandholtz, 2009; Hickman, 2008/2009). Increasingly, technology is an inextricable and crucial component in educational settings, and given the high stakes of costs and potential benefits, integrating learning technology has become a common goal of many partnerships (Cognition and Technology Group at Vanderbilt [CTGV], 1992; Ertmer, 2005; Zorfass & Rivero, 2005).…”
Section: Universities and Schools As Partners For Changementioning
confidence: 99%
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“…For these relationships to be sustained and result in continuous improvement, the problems identified must be substantive, and all parties must be willing to make meaningful change (Bartholomew & Sandholtz, 2009; Hickman, 2008/2009). Increasingly, technology is an inextricable and crucial component in educational settings, and given the high stakes of costs and potential benefits, integrating learning technology has become a common goal of many partnerships (Cognition and Technology Group at Vanderbilt [CTGV], 1992; Ertmer, 2005; Zorfass & Rivero, 2005).…”
Section: Universities and Schools As Partners For Changementioning
confidence: 99%
“…The data to support schools in making decisions about which technologies to use and under what circumstances are limited (Atkins et al, 2010; Smolin & Lawless, 2011), and much of the research on technology in teacher education has focused on user perceptions and satisfaction rather than learning outcomes for either teachers or their students (Lawless & Pellegrino, 2007; Schrum et al, 2005). In response to Cuban's 2003 work Oversold and Underused: Computers in the Classroom , Zorfass and Rivero (2005) noted “one of the prime reasons why teachers do not adopt technology innovations is because technology initiatives are top‐down, administration driven, lacking the essential element of giving teachers enough say in the process” (p. 59). Authentic collaboration between universities and schools for technology integration uses the current evidence base to address real school problems and needs identified by all key stakeholders.…”
Section: Technology Integration In Schoolsmentioning
confidence: 99%
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“…EDC has been engaged in studying technology integration (Morocco & Zorfass, 1988;Zorfass, 2001; and the type of professional development in technology that links directly to curriculum goals, student needs and abilities, and instructional practices (Zorfass & Copel, 1995;Zorfass & Rivero, 2005) since 1986. Through two externally funded national centers-the National Center to Improve Practice, and The LINK-US Project-as well as other research, implementation, and dissemination projects, teacher professional development has been a consistently important aspect of the work (National Center to Improve Practice, 1998;Zorfass, Shaffer, & Rivero, 2003).…”
Section: Teacher Professional Development On Technology Integrationmentioning
confidence: 99%