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Friday, October 7 • 3:15pm - 4:15pm
Transforming Teaching with Technology

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Technology has become ubiquitous in American schools, but the proliferation of technology has not universally contributed to improved student learning, or to the narrowing of the achievement gap. Indeed, recent research has shown that increased technology in the classroom may not lead to improved student outcomes (OECD). A critical component to the utility of technology in the classroom is the knowledge and practices of teachers. Teacher professional development then becomes an important component in improving teacher practice using technology, but how can professional development best support teacher learning? In this session we present four studies examining teacher professional development and the use of technology tools and resources. The first study examines how professional development including face-to-face meetings, webinars, and coaching visits supported teacher use of the Smithsonian Learning Lab (SLL). The SLL is a digital content portal, where teachers and students can search, organize, and annotate over 1.4 million digitized Smithsonian artifacts, and create their own learning collections. The second study investigates how online learning was leveraged to increase the reach of the Equitable Science Curriculum for Integrating Arts in Public Education (ESCAPE). ESCAPE was designed to support elementary school teacher science instruction through visual and performing arts, and inquiry, as innovative ways for students to learn science. The third study examines how a researcher-practitioner coaching partnership was used to build teacher capacity in the use of Live Ink, a digital visual syntactic text formatting tool that facilitates student reading and writing. The final study focuses on Digicom, a program that involves preparing teachers and students across all areas of K-12 curriculum to make videos in order to communicate in the 21st Century. Within this project, we examine how professional development supports teacher instruction of digital storytelling. Each study individually and all studies collectively produced important lessons about how to prepare and support teachers in using technology in the classroom. Collectively, we find that positioning teachers as learners, understanding teachers’ classroom contexts, and attending to their problems of practice promote teacher learning. Challenges, successes, and implications for researchers and practitioners will be shared.


Nicole Gilbertson

Site Director, UCI History Project

Jenell Krishnan

Graduate Student Researcher, School of Education, ICI

David Vogel


Joanna Yau

Doctoral Student, UCI, School of Education

Friday October 7, 2016 3:15pm - 4:15pm
Pacific Ballroom A