Content-Focused Technology Inquiry Groups

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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 63 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.