Providing professional development through subject-matter, technology inquiry groups

This paper situates an innovative approach to professional learning called ‟School Technology Inquiry Groups” within the research literature on teacher learning and offers a description of our local initiative in a large urban school district. This project examines (a) the process of establishing and supporting subject-matter technology inquiry groups, (b) the knowledge inquiry participants learn and develop, and (c) the impact of their learning on their teaching practices and student learning. This paper presents reflections on the nature of developing technology inquiry groups and specifies our plans for expansion and modification for school technology inquiry groups to include preservice teachers.