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Edited by Dr. Lynne Schrum, University of Utah
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| formerly Journal of Research on Computing in
Education |
Volume 36 Number 4
Summer 2004
Content-Focused Technology Inquiry Groups: Preparing Urban
Teachers to Integrate Technology to Transform Student
Learning
Joan E. Hughes
Ann Ooms
University of Minnesota
Abstract
This paper examines the process of establishing and
sustaining content-focused technology inquiry groups, a teacher
professional development model where groups of teachers with similar
content and grade areas identify problems of practice and inquire into
technology-supported solutions. Through a longitudinal case study of an
urban arts-humanities technology inquiry group, this research reveals
three phases of group development: (a) defining the group, (b)
identifying content-focused technology inquiries, and (c) initiating
content-focused technology inquiries. The main advantage of the first
year of participation for teachers was their use of technology to solve
content-related problems in their classrooms. Challenges included a
shifting content focus for the inquiry group, time availability for
participants’ inquiries, and the availability of technological
innovations that matched the participants’ problems of practice.
Contributors
Joan E. Hughes is an assistant professor in the Instructional
Systems and Technology program at the University of Minnesota. Her
research focuses on teacher learning and technology integration within
PK12 and post-secondary education.
Ann Ooms is a PhD student in Educational Evaluation at the
University of Minnesota. Her main area of interest is the evaluation of
educational technology in PK12 and post-secondary education.
 Download
this article in two parts (Hughes:
PDF, 100 KB, Hughes
2: PDF, 100 KB, PDF
Instructions)
Contact
Joan E. Hughes
159 Pillsbury Drive SE
130A
Peik Hall
University of Minnesota
Minneapolis, MN 55455
joanh@umn.edu
Ann Ooms
178 Pillsbury Drive SE
322 Burton
Hall
University of Minnesota
Minneapolis, MN 55455
ooms0001@umn.edu
Copyright © 2004, ISTE (International Society for Technology
in Education).
All rights reserved.
| teacher learning, professional development, learning communities, technology |
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