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Professional Development for Technology Integration

Professional development regarding teaching with technology should be designed to advance an educator’s teaching practice. These studies document experiences of formal learning as well as learning that is part of natural circumstances (informal). Professional developers and educators can apply the findings from these studies about constructivist-based professional development methods to impact teaching effectiveness.

Krauskopf, K., Foulger, T. S., Williams, M. K. (2017). Prompting teachers’ reflection of their professional knowledge: A proof-of-concept study of the Graphic Assessment of TPACK Instrument. Teacher Development, 22(2), 153-174. 


Foulger, T. S. & Zambo, D. (2015). Sharing action research on Research Day: Students’ perceptions of a command performance. Journal of Excellence in College Teaching, 26(2), 43-60. 


Foulger, T. S. & Slykhuis, D. A. (2013). TPACK as a Tool for Professional Learning. Learning & Leading with Technology, 41(1), 20-21. 


Amrein-Beardsley, A., Zambo, D., Moore, D. W., Buss, R. R., Perry, N. J., Painter, S. R., Carlson, S. L., Foulger, T. S., Olson, K., & Puckett, K. S. (2012). Graduates respond to an innovative educational doctorate program. Journal of Research on Leadership Education, 7(1), 98-122.


Ewbank, A. D., Foulger, T. S., & Wetzel, K. A. (2012). Novice researchers find their power: Using technology to support the development of doctoral students. International Journal of Technology in Teaching and Learning, (8)2, 118-134. 


Foulger, T. S. (2009). External conversations: An unexpected discovery about the critical friend in community-based action research inquiries. Action Research Journal.


Foulger, T. S. (2005). Innovating professional development standards: A shift to utilize communities of practice. Essays in Education, 14. 

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