Reexamining technology’s role in learner-centered professional development

Resource type
Journal Article
Authors/contributors
Title
Reexamining technology’s role in learner-centered professional development
Abstract
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.
Publication
Educational Technology Research and Development
Volume
58
Issue
5
Pages
557-571
Date
2010-10-01
Journal Abbr
Education Tech Research Dev
Language
en
ISSN
1556-6501
Accessed
12/08/2020, 12:41
Library Catalog
Springer Link
Extra
shortDOI: 10/fwd4wz
Citation
Polly, D., & Hannafin, M. J. (2010). Reexamining technology’s role in learner-centered professional development. Educational Technology Research and Development, 58(5), 557–571. https://doi.org/10.1007/s11423-009-9146-5