Title: Validating the technology learning cycle in the context of faculty adoption of integrated uses of technology in a teacher education curriculum
Authors: Rose M. Marra, Jane Howland, David H. Jonassen, John Wedman
Addresses: The University of Missouri – Columbia, Columbia, MO 65211, USA. ' The University of Missouri – Columbia, Columbia, MO 65211, USA. ' The University of Missouri – Columbia, Columbia, MO 65211, USA. ' The University of Missouri – Columbia, Columbia, MO 65211, USA
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.
Keywords: teacher education; technology; technology integration; technology learning cycle; professional development; professional development models; validity.
International Journal of Learning Technology, 2004 Vol.1 No.1, pp.63 - 83
Published online: 06 Nov 2003 *Full-text access for editors Access for subscribers Purchase this article Comment on this article