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

This paper proposes a professional learning model, content-focused technology inquiry groups, that is guided by a situative perspective on teacher learning. Longitudinal case study research will be reported, focusing on the participating teachers‘ learning and technology integration during the first year of implementation of such a model in a local urban school. Analysis of inquiry group meeting transcripts, teacher interviews, and instructional observations reveal five distinct case studies of teachers‘ technology learning and integration/use. This paper describes the five cases and discusses the potential relationship between teacher learning and characteristics of the technology inquiry group.