Abstract:

This proposal presents a different approach to technology professional development for K-12 and post-secondary educators. The aim is to bridge the gap between these two subgroups and enhance their collaboration to meet the needs of students in the high-tech world of education. The paper highlights the differences in expertise between K-12 teachers and college professors, emphasizing the need for both groups to acquire pedagogical, content, and technology knowledge. Despite the challenges posed by the pandemic, many educators lack confidence in incorporating technology effectively within a sound pedagogy. The paper identifies the problem of isolated professional training, which focuses more on technology specialization and leaves gaps in pedagogy. To address these issues, the proposed research advocates for a practice-based professional development model that incorporates peer coaching and learning communities. The paper draws on the TPACK model and the "Model for Meaningful Technology Integration" to support the integration of pedagogy and technology. By leveraging cooperative and social approaches to technological learning, educators can bring their expertise from both K-12 and post-secondary settings, leading to deep learning and intense collaborations. These partnerships can enhance instruction and promote a better understanding of teaching and learning practices across educational levels. The future research objective is to redesign a conference using the TPACK framework and the "Model for Meaningful Technology Integration." The conference will feature smaller learning communities, peer coaching, and breakout sessions aligned with participants' content expertise. The redesigned conference will also provide ongoing virtual learning spaces to foster continued collaboration and reflection. A mixed-method survey will be used to assess participant satisfaction and gather feedback for further improvement. The expected outcomes of the research include increased satisfaction and future attendance at the conference, improved pedagogical practices, strengthened partnerships between K-12 and higher education, and the dissemination of a replicable framework for technology integration in classrooms. This research contributes to the professional development of educators and the enhancement of student learning in the digital age.

Keywords:

Professional development, technology, training, TPACK.