Abstract
The use of digital technology for the improvement of teaching and learning has been the focus of many educational reform efforts in recent years. Access to digital technology and the reported frequency of its use in classrooms have increased. However, several studies have shown that meaningful integration of the technologies with effective pedagogical strategies has not happened. While the affordances of digital technologies can enable student-centered learning and promote higher level learning outcomes, teaching practices with technology have largely followed the information transmission model. Lack of research on effective integration of technology, especially in higher education settings, has led to the problems such as ineffective use of technology and lack of dissemination of good pedagogical practices at a systemic level. In this article, we describe a model, Attain-Align-Integrate-Investigate, for teacher professional development programs on effective technology integration. We apply the model to design and deploy a large-scale (4000 participants) teacher professional development program in a higher education engineering context in India. We present evidence of teachers effectively integrating the technology with student-centric teaching practices.
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Murthy, S., Warriem, J.M., Iyer, S. (2017). Technology Integration for Student-Centered Learning: A Model for Teacher Professional Development Programs. In: Kong, S., Wong, T., Yang, M., Chow, C., Tse, K. (eds) Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Springer, Singapore. https://doi.org/10.1007/978-981-10-3344-5_4
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