New Technologies and Learning Environments for Teacher Professional Growth. Roy Pea Center for Technology in Learning SRI International NECC Chicago June 27, 2001. Overview. The national context of teacher workforce development and the appearance of for-profits
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New Technologies and Learning Environments for Teacher Professional Growth
Center for Technology in Learning
June 27, 2001
“There is a national crisis in teacher professional development”
-Glenn Commission, 1999
“U.S. teachers …. have no time to work with or observe other teachers; they experience occasional hit-and-run workshops that are usually unconnected to their work and immediate problems of practice. [Effective TPD cannot] be adequately cultivated without the development of more substantial professional discourse and engagement in communities of practice.” — Darling-Hammond and Ball (NEGP, 1997)
*Excludes all public high schools and all private, parochial, charter and home schools. Also excludes approximately $6Bil spent on teacher salaries to attend TPD events
**Sources: McKinsey & Co., National Commission of the States, US Department of Education, Merrill Lynch
What key technological developments are catalyzing the changing roles of post-secondary institutions and the private sector in teacher education?
Fourth Wave Internet (Sarnoff Labs)
Fourth Wave Internet
A multidimensional explosion
3D interactive objects
Audio and video
Text and Graphics
Several things connected
Media based searches
Personalized Web View
Process 100s MIPs
(1) U.S. Department of Education, NCES, “Teacher Use of Computers and the Internet in Public Schools,” April 2000.
(2) Market Data Retrieval, 1999.
(3) Center for Research on Information Technology & Organizations, UC Irvine, November 1999.
(4) U.S. Department of Education, NCES, “Internet Access in U.S. Public Schools and Classrooms: 1994-2000,” May 2001.
As an example
A new approach to teacher professional development
Augmenting collective intelligence for teacher learning using interactive video case studies with community
Research-based teaching practices
Add “Gems” from community discourse
Exemplary teachers and practice artefacts
Use with on-line community
Case-based learning theory
of case use