Using McREL's Knowledge Taxonomy for Ed Tech Professional Development
Saved in:
| Title: | Using McREL's Knowledge Taxonomy for Ed Tech Professional Development |
|---|---|
| Language: | English |
| Authors: | Hubbell, Elizabeth Ross |
| Source: | Learning & Leading with Technology. Jun-Jul 2010 37(8):20-23. |
| Availability: | International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2010 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Academic Achievement, Classification, Educational Technology, Professional Development, Educational Improvement |
| ISSN: | 1082-5754 |
| Abstract: | In this article, the author discusses the Mid-continent Research for Education and Learning's (McREL's) Knowledge Taxonomy, which is a useful guide for any educational technology professional development plan. This taxonomy is based on the assertion that teachers need to know not only "what" to do to improve student achievement, but "why," "how," and "when." Addressing each of these areas of knowledge is fundamental to the success of any professional development initiative. Using research-based instructional strategies as a framework for integrating technology helps teachers address the level of understanding for which they are aiming rather than the content area they are "covering." (Contains 11 online resources.) |
| Abstractor: | ERIC |
| Entry Date: | 2010 |
| Accession Number: | EJ886392 |
| Database: | ERIC |
| Abstract: | In this article, the author discusses the Mid-continent Research for Education and Learning's (McREL's) Knowledge Taxonomy, which is a useful guide for any educational technology professional development plan. This taxonomy is based on the assertion that teachers need to know not only "what" to do to improve student achievement, but "why," "how," and "when." Addressing each of these areas of knowledge is fundamental to the success of any professional development initiative. Using research-based instructional strategies as a framework for integrating technology helps teachers address the level of understanding for which they are aiming rather than the content area they are "covering." (Contains 11 online resources.) |
|---|---|
| ISSN: | 1082-5754 |
