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Situated Professional Development: The CATIE Model.

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Title: Situated Professional Development: The CATIE Model.
Language: English
Authors: Swan, Karen, Jennings, Sybillyn
Availability: Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
Peer Reviewed: N
Page Count: 7
Publication Date: 2002
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Computer Uses in Education, Curriculum Development, Educational Technology, Faculty Development, Inquiry, Instructional Effectiveness, Models, Professional Development, Technology Education, Technology Integration
Abstract: This paper describes a qualitative study investigating the Capital Area Technology and Inquiry in Education (CATIE) model of situated professional development for technology integration in schools and classrooms. The CATIE model is called "situated" because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus situated in authentic technology integration activities. Unique about the CATIE model is that mentors work with schools and teachers on a long term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most of the teachers and administrators in a school, and the results can be seen in terms of student learning, technology integration, and changes in school cultures. Findings from data collected to date, including monthly mentor reports, interviews with mentors, teachers, and school administrators, classroom observations, and student artifacts, are used to support discussion of the model. (Contains 10 references.) (Author)
Entry Date: 2004
Accession Number: ED477101
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED477101
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  Data: Situated Professional Development: The CATIE Model.
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  Data: <searchLink fieldCode="AR" term="%22Swan%2C+Karen%22">Swan, Karen</searchLink><br /><searchLink fieldCode="AR" term="%22Jennings%2C+Sybillyn%22">Jennings, Sybillyn</searchLink>
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  Data: Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
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  Data: 7
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  Data: 2002
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  Data: <searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
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  Data: This paper describes a qualitative study investigating the Capital Area Technology and Inquiry in Education (CATIE) model of situated professional development for technology integration in schools and classrooms. The CATIE model is called "situated" because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus situated in authentic technology integration activities. Unique about the CATIE model is that mentors work with schools and teachers on a long term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most of the teachers and administrators in a school, and the results can be seen in terms of student learning, technology integration, and changes in school cultures. Findings from data collected to date, including monthly mentor reports, interviews with mentors, teachers, and school administrators, classroom observations, and student artifacts, are used to support discussion of the model. (Contains 10 references.) (Author)
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      – Text: English
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      Pagination:
        PageCount: 7
    Subjects:
      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Inquiry
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Models
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      – SubjectFull: Professional Development
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      – SubjectFull: Technology Education
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      – SubjectFull: Technology Integration
        Type: general
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      – TitleFull: Situated Professional Development: The CATIE Model.
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            NameFull: Jennings, Sybillyn
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              Type: published
              Y: 2002
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