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Teachers' Professional Learning Focused on Designs for Early Learners and Technology

Teachers' Professional Learning Focused on Designs for Early Learners and Technology

Michele Jacobsen, Sharon Friesen, Barbara Brown
Copyright: © 2018 |Pages: 22
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch022
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MLA

Jacobsen, Michele, et al. "Teachers' Professional Learning Focused on Designs for Early Learners and Technology." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 417-438. https://doi.org/10.4018/978-1-5225-3068-8.ch022

APA

Jacobsen, M., Friesen, S., & Brown, B. (2018). Teachers' Professional Learning Focused on Designs for Early Learners and Technology. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 417-438). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch022

Chicago

Jacobsen, Michele, Sharon Friesen, and Barbara Brown. "Teachers' Professional Learning Focused on Designs for Early Learners and Technology." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 417-438. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch022

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Abstract

In this chapter, the authors present and discuss findings from a two-year case study on teachers' professional learning. This investigation built upon existing research on early learning and technology to study teachers' professional learning in a community of practice, and the development of classroom-based learning designs and the ongoing inquiry of teachers from four school jurisdictions in the province of Alberta in Canada. Focus was on investigating ongoing continuous improvement of teacher design and assessment practices, to identify and share promising practices from the classroom, to capture teacher learning and engagement, to document the appropriate use of technology for learning and to identify and to understand system affordances and constraints for using technology with young learners.