Building Technology-Based, Learner-Centered Classrooms: The Evolution of a Professional Development Framework

• Published in: Educational technology research and development Vol. 49; no. 1; pp. 15 - 34
• Main Author: Orrill, Chandra Hawley
• Format: Journal Article
• Language: English
• Published: Heidelberg Association for Educational Communications and Technology 01-01-2001; Springer; Springer Nature B.V
• Subjects: Art teachers; Classrooms; Computer Assisted Instruction; Computer Simulation; Conceptual Frameworks; Cooperative learning; Educational Change; Educational environment; Educational Improvement; Educational research; Educational sciences; Feedback; Inquiry method; Learner Centered Instruction; Learning; Middle School Teachers; Observational research; Participant Observation; Problem solving; Professional development; Proximal Goal; Reflective Teaching; Simulation; Software; Students; Teachers; Teaching; Teaching Methods; Technology Based Instruction; Technology Implementation; Theories, epistemology; USA; Teaching method; Further Education of Teachers; Teachers training; Professional development; Technology; Learning Theory
• DOI: 10.1007/BF02504504
• EISSN: 1556-6501
• ISSN: 1042-1629

This study examined issues in supporting middle-school teachers to become more learner centered when implementing computer-based, workplace simulations in their classrooms. Specifically, this report focuses on a participant observation study of two teachers to develop and evolve a framework for professional development. The framework was developed based on prior professional development efforts, information on developing learner-centered classrooms, and data about teacher change. The framework included five key pieces: (a) reflection, (b) proximal goals, (c) collegial support groups, (d) one-on-one feedback, and (e) support materials for the teachers. The foundation for the framework was a belief that change is individual and needs to be supported in context and over time. The data included field observations as the teachers used the simulations in their classrooms made by the author and three outside observers, and interviews with each teacher following her use of the simulation program. During the four-month study, the original framework evolved in response to the data collected. The final version of the framework focuses on the professional developer working with teachers to develop reflective skills. Proximal goals became a focusing tool for reflection after teachers had begun to develop their reflective skills. The interplay between reflection and proximal goals was enhanced by outside resources, one-on-one feedback, and collegial group meetings.