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26.06.2021 | Original Paper

A Research-Practice Partnership about K12 Technology Integration: Technology as a Catalyst for Teacher Learning through Failure and Creative Risk-Taking

verfasst von: Cassandra Scharber, Lana Peterson, Katie Baskin, Jessica Cabeen, Derik Gustafson, John Alberts

Erschienen in: TechTrends | Ausgabe 4/2021

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Abstract

Our contribution to this issue features a K12 school district + university partnership related to technology integration, and explores the connections between technology, teacher learning, creative risk taking, and failure. Austin Public Schools (APS) and the LT Media Lab (LTML) have been engaged in a research-practice partnership (RPP) for seven years to support technology integration across the district. Through four cases, this article explores the role of technology and failure in influencing teachers’ learning and creativity related to technology integration practices. These cases illustrate how technology is the catalyst for teachers’ learning through creative risk-taking within different school contexts.

Vorheriger Artikel When Failure Is an Option: a Scoping Review of Failure States in Game-Based Learning

Nächster Artikel K12 Practitioners’ Perceptions of Learning from Failure, Creativity, and Systems Thinking: a Collective Case Study

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Titel: A Research-Practice Partnership about K12 Technology Integration: Technology as a Catalyst for Teacher Learning through Failure and Creative Risk-Taking
verfasst von: Cassandra Scharber
Lana Peterson
Katie Baskin
Jessica Cabeen
Derik Gustafson
John Alberts
Publikationsdatum: 26.06.2021
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 4/2021
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-021-00621-9

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A Research-Practice Partnership about K12 Technology Integration: Technology as a Catalyst for Teacher Learning through Failure and Creative Risk-Taking

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