Content-focused technology inquiry groups: cases of teacher learning and technology integration

Although it has been established that teachers need considerable time to integrate technology into their teaching, little research has investigated long-term professional development approaches. Guided by a situated learning framework, this research examines the nature of teachers' technology learning when participating in a content-focused technology inquiry group, the degree to which teachers integrate what they learn into content-specific student learning activities, and how situated features of the learning context influence teacher learning. Longitudinal case studies of participating middle-school teachers revealed a set of interdependent expectations and social norms established by the inquiry group that enabled these teachers to learn and integrate technologies for student learning. The most crucial expectations of inquiry activity included: (a) facilitating discussions about curriculum, (b) finding appropriate technology to match teachers' curricular needs, (c) providing in-class support, and (d) sharing integration accomplishments. We recommend establishing technology inquiry groups within K-12 school settings and in teacher education courses.