Inservice

The present study seeks to investigate what and how Shannon, an English teacher of 7-12 classrooms, adopted what she learned in the technology and literacy course into her classrooms. Starting from being handed an iPad in her hand and told to use it in her teaching to taking part in a technology for literacy course guided by the TPACK framework (Mishra & Koehler, 2006) and TPACK-in-Action model (Tai, 2013), Shannon had gone through an adventurous journey in technology integration. Coming from a case study approach, the study aims to investigate what and how Shannon took away from the course and transform what was learned into actions in her classrooms through multiple data sources including her course projects, observations, and interviews. The findings indicated that Shannon had not only adopted what she had learned in the course, including technology and in-class activities but also transformed the knowledge learned into actions. Moreover, Shannon demonstrated a number of TPACK competency in her teaching, indicating that she was able to see beyond technology in solation but rather the interplay among technology, pedagogy, and content while integrating technology into her teaching. In all, the findings indicate that helping teachers understand TPACK and employing TPACK-in-Action model to guide the preparation course might plan an important part in preparing teachers to integrate technology, which informs teacher educators and teacher preparation program in the design of their courses and program.

This paper analyzes fourteen research studies to identify what makes technology-related professional development effective for student-centered technology integration. The research studies are qualitative, mixed-methods and quasi-experimental studies conducted in the period from 2002 – 2012 since significant innovations in technology, particularly the advent of web 2.0 and other Internet technologies, occurred during that time frame. Research shows that professional development that supports student-centered technology integration is 1) supported by school administration, 2) content and context-based, 3) encouraging of teacher collaboration, 4) designed to address teacher beliefs, 5) individualized and responsive to teachers’ needs, and 6) ongoing and long-term. Further research is needed to identity other design features that lead to effective professional development for technology integration.

The present study seeks to investigate what and how Shannon, an English teacher of 7-12 classrooms, adopted what she learned in the technology and literacy course into her classrooms. Starting from being handed an iPad in her hand and told to use it in her teaching to taking part in a technology for literacy course guided by the TPACK framework (Mishra & Koehler, 2006) and TPACK-in-Action model (Tai, 2013), Shannon had gone through an adventurous journey in technology integration. Coming from a case study approach, the study aims to investigate what and how Shannon took away from the course and transform what was learned into actions in her classrooms through multiple data sources including her course projects, observations, and interviews. The findings indicated that Shannon had not only adopted what she had learned in the course, including technology and in-class activities but also transformed the knowledge learned into actions. Moreover, Shannon demonstrated a number of TPACK competency in her teaching, indicating that she was able to see beyond technology in solation but rather the interplay among technology, pedagogy, and content while integrating technology into her teaching. In all, the findings indicate that helping teachers understand TPACK and employing TPACK-in-Action model to guide the preparation course might plan an important part in preparing teachers to integrate technology, which informs teacher educators and teacher preparation program in the design of their courses and program.

(In this abstract, the 'term music technology' refers to the use of MIDI
controlled systems and technology based laboratories for the development
ofpeiformance,composition, aural and musicology skills).
This paper will outline the current research design of a proposed model
of music technology based inservice training for music educators. Specific
reference will be made to current generic research into the use of
technology in educational training and professional development.
Discussion will highlight the specific factors that have ir^htenced the
design of this model, including die process of educational change, the
teaching and learning process,co operative structures,time allocation,
attitudes and needs of teachers, advances in technology and school culture
as well as the current direction of the secondary music curriculum in
NSW. The researcher wUlldghlight preliminary information derived from
involvement in one-day music technology training courses offered at The
University of Sydney.