Kenny Graves | Communication, Media and Learning Technologies Design | Mathematics Science and Technology

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Teachers College, Columbia University
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Communication, Media & Learning Technologies Design

In the Department of Mathematics, Science & Technology

Examining the Role of Social Technologies in Technology-Focused Professional Development to Encourage Ongoing Teacher Learning: A Phenomenological Study

Kenny Graves, M.A. Instructional Technology and Media

This phenomenological study seeks to provide a vision for incorporating commonly used technology tools, like social media platforms, into innovative professional development models to reframe the notion of teacher education. The literature explores emerging models for professional development and attempts to define the term, social technologies, through an examination of the development of technologies that encourage collaboration and their affordances to the teaching and learning environment. Using the professional learning framework of the Center for Technology and School Change at Teachers College, Columbia University, this paper also investigates the recollections of facilitator and teacher experiences in a professional development workshop using social technologies within an established situated professional development model. The approach allowed participants to discuss how social technologies affected the content, structure, implementation, and teacher response of a research and evaluation center’s professional development model, and how social technologies can impact future teacher professional development and teacher education. Findings show that teachers had a positive experience with the social technology, Pinterest, in their professional development experience.

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