All professional learning occurs when teachers try things in their classroom and iterate to make it better. We reflect on the importance of articulating aspirational goals and supporting teachers as they iterate toward their goals as on-going professional development.
Later, we grapple with how research on the impact of educational technology cannot exist outside of the instructional context. What problem does any given technology help teachers solve, and how effectively does it help teachers solve it?
- First Segment – 02:00 – Teachers as Agentic Synthesizers
- Second Segment – 30:03 – Evaluating Educational Technology Implementation
Primary Citations
- Marshall, S. A., & Horn, I. S. (2025). Teachers as agentic synthesizers: Recontextualizing personally meaningful practices from professional development. Journal of the Learning Sciences, 1–39. https://doi.org/10.1080/10508406.2025.2468230
- Dr. Horn Explainer Thread: https://bsky.app/profile/ilanahorn.bsky.social/post/3lklw7k7wms2n
- Luo, Z., Abbasi, B.N., Yang, C. et al. A systematic review of evaluation and program planning strategies for technology integration in education: Insights for evidence-based practice. Educ Inf Technol 29, 21133–21167 (2024). https://doi.org/10.1007/s10639-024-12707-x
Supplemental Citations
- 072 Contextual PD & Teacher Mentorship (Two Pint PLC)
- 044 Student Teaching & Scripted Curriculum (Two Pint PLC)
- Ethics over Tactics (Knuffke, 2023)
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- 7 Research Findings About Technology and Education (Edutopia)
- Is technology good or bad for learning? (Brookings)
- Comparison of high-technology active learning and low-technology active learning classrooms (Nicol, 2017)
- Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis (Uwamahoro, 2021)
Featured Beverage
We drink Vape Tricks, a sour ale aged on cherries by Prairie Artisan Ales in Oklahoma City, OK.