This empirical research study addresses the issues of new teacher development and the role of the institutional context on new teachers' instructional technology use. The study examines two first year teachers, their development during their initial year of classroom experience, and how the institutional context they entered affected their…

This paper examines the process of establishing and sustaining content-focused technology inquiry groups, a teacher professional development model where groups of teachers with similar content and grade areas identify problems of practice and inquire into technology-supported solutions. Through a longitudinal case study of an urban arts-humanities…