Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program.
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| Title: | Situated Professional Development and Technology Integration: The Capital Area Technology and Inquiry in Education (CATIE) Mentoring Program. |
|---|---|
| Language: | English |
| Authors: | Swan, Karen, Holmes, Aliya, Vargas, Juan D., Jennings, Sybillyn, Meier, Ellen, Rubenfeld, Lester |
| Source: | Journal of Technology and Teacher Education. 2002 10(2):169-190. |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2002 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Access to Computers, Computer Assisted Instruction, Educational Technology, Elementary Education, Mentors, Professional Development, Teacher Attitudes, Teacher Improvement, Technology Integration, Technology Planning |
| ISSN: | 1059-7069 |
| Abstract: | Explores the theoretical basis for a mentoring model of professional development addressing technology integration into classroom teaching and learning. Describes the Capital Area Technology and Inquiry in Education (CATIE) Program for elementary schools and discusses situative theories of knowledge and learning, technology planning, access to equipment and software, and teacher attitudes. (Author/LRW) |
| Entry Date: | 2003 |
| Accession Number: | EJ657778 |
| Database: | ERIC |
| Abstract: | Explores the theoretical basis for a mentoring model of professional development addressing technology integration into classroom teaching and learning. Describes the Capital Area Technology and Inquiry in Education (CATIE) Program for elementary schools and discusses situative theories of knowledge and learning, technology planning, access to equipment and software, and teacher attitudes. (Author/LRW) |
|---|---|
| ISSN: | 1059-7069 |
