Home PublicationsJRTEPast IssuesVolume 37 Number 4: Summer 2005

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 37 Number 4 Summer 2005

The Nature of Authentic Professional Development During Curriculum-Based Telecomputing

Lynda Abbott
University of Texas at Austin

Abstract

What do teachers learn about their teaching when their students engage in curriculum-based online learning projects? This qualitative study explores beliefs about on-the-job, profession-related learning—or “authentic professional development”—among eight teachers whose students participated in educational projects hosted by five well-established programs: The Electronic Emissary, iEARN, KidLink, ThinkQuest, and ThinkQuest Jr. Telecomputing alone does not change teachers’ teaching styles. Instead, teachers who are innovative, inquiry based, and student centered may find telecomputing to be a useful tool for helping their students become more confident, self-directed learners.

Contributors

Lynda Abbott completed a doctorate in instructional technology at the University of Texas at Austin in 2003 after 14 years’ experience in secondary language arts teaching and 10 years as a senior textbook editor for Holt, Rinehart & Winston. Her research is focused on professional development, curriculum-based telecomputing, and teacher-to-teacher telecollaboration. She is now a consultant on educational technology projects and grant-funded research.

Contact

Lynda Abbott
1101 Radam Circle
Austin, TX, 78745
lynda_abbott@teachnet.edb.utexas.edu

Copyright © 2005, ISTE (International Society for Technology in Education). All rights reserved.