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PhD student Doron Zinger and his research team - Ashley Naranjo, Isabel Amador, Nicole Gilbertson, and Professor Mark Warschauer - have published an article summarizing findings from their Smithsonian-funded research: "A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab."
The full article is available on Research Gate: http://www.researchgate.net Abstract Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program designed to prepare a cohort of middle school social studies teachers to teach with an online resource, the Smithsonian Learning Lab. They examined how an iterative, design-based approach used teacher feedback to develop learning opportunities in the PD. Using the technological, pedagogical, and content knowledge framework (TPACK), they found that through four iterations of 1-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 series. Through the course of the PD, teacher knowledge increased across five of seven TPACK domains. Zinger, D., Naranjo, A., Amador, I., Gilbertson, N., & Warschauer, M. (September 2017). A design-based research approach to improving professional development and teacher knowledge: The case of the Smithsonian Learning Lab. Research Gate. Comments are closed.
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