A Design-Based Research Approach to Improving Professional Development of the Smithsonian Learning Lab
Authors: Doron Zinger, Ashley Naranjo, Nicole Gilbertson, Isabel Amador, Mark Warschauer
Presented at 2017 AERA
Abstract: Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) to support student use of technology can improve student learning, but PD has had mixed results. In this study, we investigate a PD program designed to prepare a cohort of middle school social studies teachers to teach with a technological tool. We also examine how taking an iterative, design based approach used teacher feedback to develop learning opportunities in the PD. Using the technological, pedagogical, content knowledge framework, we found that through four iterations of one-day PD workshops, PDs afforded teachers increasingly individualized and meaningful opportunities to learn. Teacher feedback emerged as a central component in the changes and development of the PD.