Resources and References
Bowgren, L. & Sever, K. (2010). Differentiated professional development in a professional learning community. Bloomington, IN: Solution Tree Press.
Branco, M. W. (2013). Connecting differentiated professional development to school improvement goals
(Doctoral dissertation). Retrieved from http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1081&context=education_theses
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 102(1), 65-75.
Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38 (2), 337-348.
Hatten, S. H. (2014). Individualized technology goals (ITGs) for teachers: A fable of the staff development with no clothes. Retrieved from Edutopia website: http://www.edutopia.org/blog/individualized-technology-goals-for-teachers-stephanie-hatten
Hatten, S. H. (2014). What teachers want: A differentiated technology integration coaching model examined through a self-study framework. (Order No. 3580362, University of Houston-Clear Lake). ProQuest Dissertations and Theses, , 422. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1531697153?accountid=12598. (1531697153).
Hatten, S., & Young, M. (2013). Individualized technology goals and differentiated staff development plans. Retrieved from http://newmexicoedu.files.wordpress.com/2013/07/individualizedtechnologygoalsanddifferentiatedstaffd_rp-1.pdf
International Society for Technology in Education. (2008). ISTE Standards for Teaching. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Jones, C. A. (2001). Preparing teachers to use technology. Principal Leadership, 1(9), 35-39.
Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9, 60-70. Retrieved from http://punya.educ.msu.edu/wp-content/uploads/2014/01/BUJoE.V193.3.KoehlerMishraCain.pdf
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Schrum, L., & Levin, B. (2013). Lessons Learned from Exemplary Schools. TechTrends: Linking Research & Practice to Improve Learning, 57(1), 38–42. Retrieved from 10.1007/s11528-012-0629-6
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 4-14.
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wolf, M. A. (2010). Innovate to Educate: System [Re]Design for Personalized Learning; A Report from the 2010 Symposium. Washington, DC: Software & Information Industry Association in collaboration with the Association for Supervision and Curriculum Development and the Council of Chief of State School Officers.
Branco, M. W. (2013). Connecting differentiated professional development to school improvement goals
(Doctoral dissertation). Retrieved from http://iris.lib.neu.edu/cgi/viewcontent.cgi?article=1081&context=education_theses
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 102(1), 65-75.
Condie, R., & Livingston, K. (2007). Blending online learning with traditional approaches: Changing practices. British Journal of Educational Technology, 38 (2), 337-348.
Hatten, S. H. (2014). Individualized technology goals (ITGs) for teachers: A fable of the staff development with no clothes. Retrieved from Edutopia website: http://www.edutopia.org/blog/individualized-technology-goals-for-teachers-stephanie-hatten
Hatten, S. H. (2014). What teachers want: A differentiated technology integration coaching model examined through a self-study framework. (Order No. 3580362, University of Houston-Clear Lake). ProQuest Dissertations and Theses, , 422. Retrieved from http://ezproxy.msu.edu/login?url=http://search.proquest.com/docview/1531697153?accountid=12598. (1531697153).
Hatten, S., & Young, M. (2013). Individualized technology goals and differentiated staff development plans. Retrieved from http://newmexicoedu.files.wordpress.com/2013/07/individualizedtechnologygoalsanddifferentiatedstaffd_rp-1.pdf
International Society for Technology in Education. (2008). ISTE Standards for Teaching. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Jones, C. A. (2001). Preparing teachers to use technology. Principal Leadership, 1(9), 35-39.
Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9, 60-70. Retrieved from http://punya.educ.msu.edu/wp-content/uploads/2014/01/BUJoE.V193.3.KoehlerMishraCain.pdf
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
Schrum, L., & Levin, B. (2013). Lessons Learned from Exemplary Schools. TechTrends: Linking Research & Practice to Improve Learning, 57(1), 38–42. Retrieved from 10.1007/s11528-012-0629-6
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 4-14.
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wolf, M. A. (2010). Innovate to Educate: System [Re]Design for Personalized Learning; A Report from the 2010 Symposium. Washington, DC: Software & Information Industry Association in collaboration with the Association for Supervision and Curriculum Development and the Council of Chief of State School Officers.