Bringing Technology into the Classroom One Iteration at a Time

This design-based research explores professional growth of in-service English teachers in Israel. Participating teachers took part in one of two iterations of a professional development course focusing on the integration of technology in English teaching. Both iterations were designed based on a cognitive apprenticeship approach and the use of the model of Technological, Pedagogical and Content Knowledge (TPACK) as a lens for teachers to implement and evaluate the integration of technology in their own classrooms. The mediating process of reflection has been added to the second iteration in the form of reflective writing. Quantitative analysis of pre -post TPACK questionnaires shows significant improvement of teachers' perceptions in the first iteration. Results of the second iteration confirm and exten d the findings of the first one. The course is a promising model for supporting teachers in developing the capacity for integrating technology into their everyday teaching. (מתוך המאמר‎)