CATIE: A Blended Approach to Situated Professional Development
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| Title: | CATIE: A Blended Approach to Situated Professional Development |
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| 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 |
| 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. |
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| ISSN: | 0735-6331 |
