Technology-Supported Professional Development for Collaborative Design of COVID-19 Instructional Materials

Autor/inn/en	Sadler, Troy D.; Friedrichsen, Pat; Zangori, Laura; Ke, Li
Titel	Technology-Supported Professional Development for Collaborative Design of COVID-19 Instructional Materials
Quelle	In: Journal of Technology and Teacher Education, 28 (2020) 2, S.171-177 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Faculty Development; Instructional Materials; Educational Technology; Technology Uses in Education; Cooperative Planning; Videoconferencing; Computer Simulation; Mathematical Models; Spreadsheets; Media Literacy; Information Literacy; Workshops; Curriculum Design; High School Teachers; Trauma; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Mathematical model; Mathematisches Modell; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Media skills; Medie competence; Medienkompetenz; Informationskompetenz; Lernwerkstatt; Schulung; Lehrplangestaltung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende
Abstract	Issue-based learning is a pedagogical approach that features learning opportunities contextualized in compelling, societal issues that face students in their lives beyond school. COVID-19 is a global health emergency and represents that kind of societal challenge that can serve as the basis for issue-based learning. In this project, we facilitated teacher professional development in the midst of the COVID-19 pandemic with the aim of collaboratively designing instructional activities to teach about COVID-19. We used videoconferencing technologies to carry out the professional development in the wake of school and university closures. Breakout rooms within the videoconferencing platform and an online collaborative space were particularly important for the successful enactment of this program. The group was able to design four instructional activities each of which incorporates different forms of technology. These technologies include a computational simulation, systems thinking tools, a mathematical model created through a spreadsheet, and media and information literacy tools. Project teachers are implementing these materials, and their feedback and results will be used to revise and improve the materials as we move toward design of a coherent unit that integrates the activities and aligns with the Next Generation Science Standards. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01