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Autor/inn/en | Claesgens, Jennifer; Rubino-Hare, Lori; Bloom, Nena; Fredrickson, Kristi; Henderson-Dahms, Carol; Menasco, Jackie; Sample, James |
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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 (2) |
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 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 |