Professional Development Rewired: A Case Study of TIMS Approach

Authors

Tian Luo, Old Dominion University,USAFollow
Jilian Reynolds, Old Dominion University,USA
Pauline Muljana, Old Dominion University,USA

Author ORCID Identifier

Tian Luo https://orcid.org/0000-0002-8138-3722

Pauline Muljana https://orcid.org/0000-0003-0668-9083

Abstract

This paper presents a case study of a technology-enhanced professional development strategy and demonstrates how an extended workshop approach, based on tutorials, instructional modeling, and support (TIMS), was used for professional learning at a school site. Data collection procedures included a pre-survey, an audiotaped focus group, interviews, a post-survey, and previous district historical survey collection and analysis regarding professional development sessions. Overall, the results indicate that the TIMS approach is an effective form of professional development delivery, which focuses on providing live modeling, attending to lesson relevancy and student needs, as well as being content-specific. Implications regarding implementing technology-focused professional development initiatives are discussed.

DOI Link

https://doi.org/10.18785/jetde.1501.07

First Page

103

Last Page

123

Ethics Approval

Yes

Declaration Statement

none

Recommended Citation

Luo, T., Reynolds, J., & Muljana, P. (2022). Professional development rewired: A case study of TIMS approach. Journal of Educational Technology Development and Exchange (JETDE), 15(1), 103-123. https://doi.org/10.18785/jetde.1501.07

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.