Document Type




Format of Original

7 p.

Publication Date

Fall 2005


International Society for Technology in Education

Source Publication

Journal of Computing in Teacher Education

Source ISSN



This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors' experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow's Teachers in Technology (PT3) project. After a review of sociocultural theory and their context, the authors describe three "activity systems" in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included varied activities aimed at both beginning and advanced technology users, multiple levels of "assisted performance," and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined.


Published version. Journal of Computing in Teacher Education, Vol, 22, No. 1 (2005): 37-43. Publisher Link. © 2005 International Society for Technology in Education. Used with permission.

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