The Learning to Teach with Technology Studio (LTTS) provides online professional development courses to help educators integrate technology into their teaching to promote student critical thinking skills and apply curriculum standards, with features including problem-centered and self-paced courses grounded in pedagogy and research. The evaluation of LTTS found that it helped teachers set goals around technology integration and build classroom materials while also potentially facing issues of isolation and ensuring teacher goals align with facilitator goals.

1. Learning to Teach with
Technology Studio
The Fund for the Improvement of Postsecondary Education,
U.S. Department of Education
USDE Grant Number P339B990108-01

2. LTTS Goals
To help educators:
1. Integrate technology with a significant and
positive impact on student learning
2. Develop inquiry lessons to promote students’
critical thinking skills in the content areas
3. Apply curriculum standards
4. Obtain high quality professional development
anytime, anywhere, and at any pace

3. LTTS Features
• Pedagogically grounded
– Problem centered model
– Adapted to online environment
• Guided problem solving
– Links theory and practice
• Problem is based in curriculum issues
• Resources address inquiry teaching, content
knowledge, and standards
• Result is a content-based, inquiry lesson adapted to
the teacher’s class requirements

4. LTTS Features
• High Quality
– Research-based (with ongoing research and
development)
– Designed by teachers and instructional
designers in collaboration
– Tested nationally with teachers &
administrators (focus groups; user testing)
– Quality control via online mentoring

5. LTTS Features
• Accessible
– 50 short, focused courses (about 15 hours each)
– Self-paced and start at any time
– Does not require any onsite component
– Does not require coordinating with other
learners

6. LTTS
LTTS course

7. Evaluation - Questions
1. What goals did teachers set for themselves
in the professional development
experience?
2. How did the teachers characterize and
assess their learning?
3. What were the emergent issues in teacher-
directed professional development?

8. Evaluation - Goals
• “How to better help with students problem
solving and using the Internet”
• “I am hoping to learn how to better integrate
technology in my teaching.”
• “New ideas for teaching”
• “I want to know what other people are doing to
integrate technology in their teaching so that I
might get better at it.”
• “To further own learning and growth as a
balanced teacher”

9. Promising Features
• Anytime, anywhere, any pace
• Effective for building useful classroom
product
• Teachers report greater confidence in using
technology in their classroom
• Some evidence that it promotes
implementation of inquiry learning in the
classroom

10. Pitfalls
• Anytime, anywhere, any pace
• Sense of isolation or being lost (lack of
ability to create effective strategies)
• Goal paradox (teacher goals may not
always meet facilitator goals, but courses
are driven by teacher goals)
• Inquiry-based learning environment

11. Contact Us
• Visit the LTTS site and review courses:
http://www.ltts.org
login: uga
password: uga
• email: ltts@indiana.edu
• Contact us to set up a subscription or to plan a
more detailed professional development effort.