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- W1587302517 abstract "This paper describes a qualitative study investigating the Capital Area Technology and Inquiry in Education (CATIE) model of professional development for technology integration in schools and classrooms. The CATIE model is called situated because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus in authentic technology integration activities. Unique about the CATIE model is that mentors work with schools and teachers on a long term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most of the teachers and administrators in a school, and the results can be seen in terms of student learning, technology integration, and changes in school cultures. Findings from data collected to date, including monthly mentor reports, interviews with mentors, teachers, and school administrators, classroom observations, and student artifacts, are used to support discussion of the model. (Contains 10 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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- W1587302517 date "2002-06-01" @default.
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- W1587302517 title "Situated Professional Development: The CATIE Model" @default.
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