The purpose of this study is to further develop the theoretical construct of situated cognition as the basis for increasing the development of technology integration skills for K-12 teachers. In addition, the study examines the preliminary outcomes of an implementation model designed to empower teachers to make technology infusion decisions based on their unique contextual needs. The construct of situated cognition is the theoretical basis for the model whose elements support teachers to make appropriate decisions about integrating technology into their teaching to meet their curricular goals and enhance student achievement. We found that providing a situated cognitive perspective that includes elements identified as effective for professional development that meet teacher needs has a positive impact on mentor teachers’ ability to effectively integrate technology into their curricula. Basing the learning in a situated context positively impacted mentor teacher skills and confidence in using technology in their instruction and helped them to more clearly define the situated context of their classroom.
|Keywords:||Technology, Teacher Education, Situated Cognition|
Assistant Professor, Pacific University, Eugene, Oregon, USA
Associate Professor, School of Education, University of Portland, Portland, Oregon, USA
There are currently no reviews of this product.Write a Review