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CATIE: A Blended Approach to Situated Professional Development

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Title: CATIE: A Blended Approach to Situated Professional Development
Language: English
Authors: Holmes, Aliya, Polhemus, Linda, Jennings, Sybillyn
Source: Journal of Educational Computing Research. 2005 32(4):381-394.
Availability: Baywood Publishing Company, Inc., 26 Austin Avenue, Box 337, Amityville, NY 11701. Tel: 800-638-7819 (Toll Free); Fax: 631-691-1770; e-mail: info@baywood.com.
Peer Reviewed: Y
Page Count: 14
Publication Date: 2005
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Technology Integration, Educational Technology, Faculty Development, Elementary School Teachers, Mathematics Instruction, Inservice Teacher Education, Web Based Instruction, Conventional Instruction, Context Effect, Mentors
ISSN: 0735-6331
Abstract: The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustain-ability and cost-effectiveness, this situated model combined online and face-to-face professional development approaches to encourage thought-provoking experiences that inspire new pedagogies. CATIE united efforts with the Online Learning Forum (OLF) to offer blended mentoring experiences situated in and around the classroom context with a special focus on mathematics instruction. CATIE, formerly a high-resource model, transitioned into a multi-dimensional experience in an effort to sustain technology-rich learning communities and provide quality professional development resources for classroom instruction. This article explores the dimensions of CATIE, the transition to a blended model, and the contributions of this situated model to technology integration professional development.
Abstractor: Author
Number of References: 26
Entry Date: 2005
Access URL: https://baywood.metapress.com/link.asp?target=contribution&id=F97WQUJ4G7YGFPXC
Accession Number: EJ722463
Database: ERIC
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  Data: The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustain-ability and cost-effectiveness, this situated model combined online and face-to-face professional development approaches to encourage thought-provoking experiences that inspire new pedagogies. CATIE united efforts with the Online Learning Forum (OLF) to offer blended mentoring experiences situated in and around the classroom context with a special focus on mathematics instruction. CATIE, formerly a high-resource model, transitioned into a multi-dimensional experience in an effort to sustain technology-rich learning communities and provide quality professional development resources for classroom instruction. This article explores the dimensions of CATIE, the transition to a blended model, and the contributions of this situated model to technology integration professional development.
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        StartPage: 381
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      – SubjectFull: Educational Technology
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      – SubjectFull: Faculty Development
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Web Based Instruction
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      – SubjectFull: Conventional Instruction
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      – SubjectFull: Context Effect
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      – SubjectFull: Mentors
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      – TitleFull: CATIE: A Blended Approach to Situated Professional Development
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