Towards a Theoretical Framework for the Design of Interactive Online Distance Learning Systems
Description of Professional Development Model
We operated on an assumption that we could develop a model of professional development that matched technologically-proficient pre-service teachers with teacher education faculty to apply technology as an instructional tool. Because of their facility with technology tools, we recruited undergraduate teaching candidates as student mentors to support teacher preparation faculty members with their journey to integrate technology into their instruction. These teaching candidate "mentors" were matched with teacher education faculty members to form Technology Fellow-Faculty Member dyads. Over an extended period of time (nearly 3 years in a few instances), the dyads collaboratively developed learning objects across a wide range of content areas to achieve the goal that many of these digital learning objects would be integrated into on-line courses. A web-based resource bank was established to organize, share and maintain these resources. The digital artifacts in this resource bank provide evidence of the synergy that was generated by these dyads. These learning objects also provide indirect evidence of substantial technology skills and communication skills these young mentors demonstrated in providing technology support. Through their direct experience with technology instructional development, both the Technology Fellows and their faculty partners gained a greater appreciation of what is possible regarding technology and communication applications for their classrooms.