Cheryl A. Franklin

A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching

This article describes a collaborative professional development model in which faculty in a College of Education partnered with a local school district to design and implement a year-long project in an effort to increase effective integration of technology in instruction by K-8 classroom teachers, university teacher preparation faculty, pre-service teachers and novice teachers graduating from that teacher preparation program. A brief description of the project, its accomplishments and dilemmas, analysis of the project design and experiences of participants through the lens of situative professional development are presented. Lessons for structuring professional development such that subsequent improvements in technology use within partnership schools and teacher preparation programs can occur are discussed.

Mentor Teachers Share Views on NCLB Implementation

Abstract The perceptions of mentor teachers concerning NCLB policy implementation, accountability, and job satisfaction can yield insights for teacher preparation.