Validating the technology learning cycle in the context of faculty adoption of integrated uses of technology in a teacher education curriculum Online publication date: Thu, 06-Nov-2003
by Rose M. Marra, Jane Howland, David H. Jonassen, John Wedman
International Journal of Learning Technology (IJLT), Vol. 1, No. 1, 2004
Abstract: Because of the demand for effective technology use by K-12 teachers, many teacher education programmes are making technology integration a key component of their curriculum. To address this need, our institution's Preparing Tomorrow's Teachers to Use Technology (PT3) grant implemented a technology-focused professional development program for the teacher education faculty based on a change and development model called the ''Technology Learning Cycle'' (TLC). Preliminary results from applying the TLC have shown it to be effective in promoting technology use. In order to generalise the TLC's applicability by establishing concurrent validity, this study compares the TLC with a better-known change and adoption model provided by Rogers. The validation is conducted in the context of how the TLC was applied to a cohort of 11 teacher education faculty as they learned to incorporate technology into their teaching.
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