Professional Development Integrating Technology: Does Delivery Format Matter?

Autor/inn/en	Claesgens, Jennifer; Rubino-Hare, Lori; Bloom, Nena; Fredrickson, Kristi; Henderson-Dahms, Carol; Menasco, Jackie; Sample, James
Titel	Professional Development Integrating Technology: Does Delivery Format Matter?
Quelle	In: Science Educator, 22 (2013) 1, S.10-18 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3277
Schlagwörter	Professional Development; Technology Integration; STEM Education; Science Process Skills; Mathematics Skills; Skill Development; Active Learning; Student Projects; Learning Modules; Problem Solving; Data Collection; Data Analysis; Summer Science Programs; Teaching Methods; Program Implementation; Teacher Effectiveness; Student Improvement; Pretests Posttests; Spatial Ability; Geographic Information Systems; Comparative Analysis; Technology Uses in Education; Influence of Technology; Technological Literacy; Teacher Surveys; Observation + Suchen Sie Ihr Suchwort? STEM; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen; Schulprojekt; Learning module; Lernmodul; Problemlösen; Data capture; Datensammlung; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Räumliches Vorstellungsvermögen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Beobachtung
Abstract	The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules. We compared teacher learning, teacher implementation, and student learning from the two different professional development formats to examine how each format supported teachers to implement the modules, and, ultimately, improve student understanding. Teacher surveys, content and technology assessments, classroom observations, student assessments, and student work samples were analyzed for comparison between a two-week summer institute and monthly meetings held throughout the academic year. Teachers and students from both formats showed improvement in all areas assessed, yet there was not a large effect on student outcomes based on the delivery format between the professional development sessions. (As Provided).
Anmerkungen	National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/publications/science-educator-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01