To view the full text of this article...

Subscribe for faster access!

Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.

Purchase individual articles and papers

Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.

Innovative uses of IT applications in STEM classrooms: A preliminary review of ITEST teacher professional development

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Parker, C.E., Stylinski, C., Darrah, M., McAuliffe, C. & Gupta, P. (2010). Innovative uses of IT applications in STEM classrooms: A preliminary review of ITEST teacher professional development. Journal of Technology and Teacher Education, 18(2), 203-230. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/31330.

• Share:
• 
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 2, April 2010
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Caroline E. Parker, Education Development Center, Inc., United States; Cathlyn Stylinski, University of Maryland Center for Environmental Science, United States; Marjorie Darrah, West Virginia University, United States; Carla McAuliffe, TERC, United States; Preeti Gupta, New York Hall of Science, United States

Abstract

The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) program provides a unique opportunity to assess a broad spectrum of professional development projects that share key characteristics but were designed to meet distinct local school and community contexts. To better understand how innovative information technology (IT) classroom applications are integrated into teacher professional development and can ultimately lead to changes in teaching practices and increases in student performance, we conducted an exploratory study of NSF-funded ITEST teacher education projects. We addressed the following questions in this study: •How are ITEST projects using information technologies? •How do ITEST project principal investigators (PIs) conceptualize their professional development models? •How do ITEST project PIs measure the impact of their professional development model on teacher change? As described by their PIs, these projects reflect many characteristics of effective practices for STEM teacher professional development commonly identified in the literature. They also share practices not always found in STEM professional development, including the involvement of youth in the active learning process and an emphasis on STEM career connections with both teachers and students. These projects constitute a unique and potentially useful study group because of the similarities in their approach to technology integration and professional development. Conducting cross-project research on the ITEST teacher education projects can improve our understanding of effective and innovative strategies to integrate sophisticated IT applications into teacher professional development and ultimately the classroom.

Keywords

• Change
• Teachers
• Educational Technology
• Professional Development
• Information Communication Technologies

References

1. Baker, T. R. (2005). Internet-based GiS mapping in support of k–12 education. Professional Geographer, 57(1), 44–50.
2. Barab, S., Barnett, M., & Squire, K. (2002). Developing an empirical account of a community of practice: Characterizing the essential tensions. Journal of the Learning Sciences, 11(4), 489–542.
3. Bell, R. L., & Trundle, K. C. (2008). The use of a computer simulation to promote scientific concepts of moon phases. Journal of Research in Science Teaching, 445(3), 346–372.
4. Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. Journal of Research on Technology in Education, 39(1), 22–43.
5. Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25.
6. Ferdig, R. E. (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760.
7. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? results from a national sample of teachers. American Educational Research Journal, 38(4), 915– 945.
8. Guskey, T. R. (2003). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637), 4.
9. Hew, K. F., & Brush, T. (2007). Integrating technology into k–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development 55(3), 223– 252.
10. Hoffman, R. (2008). The nClB effect: examining the impact of no Child left Behind on school technology programs and the people who run them [electronic Version]. SchoolCIO, New Bay Media LLC. Retrieved December 12,
11. Linn, M. (2003). Technology and science education: Starting points, research programs, and trends. International Journal of Science Education, 25(6), 727–759.
12. Matzen, N. J., & Edmunds, J. A. (2007). Technology as a catalyst for change: the role of professional development. Journal of Research on Technology in Education, 39(4), 417–430.
13. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
14. Nichols, S. L., & Berliner, D. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, Ma: harvard university Press.
15. Selwyn, N. (2007). Review of The magic circle: Principles of gaming & Simulation. British Journal of Educational Technology, 38(3), 546–547.
16. Shuldman, M. (2004). Superintendent conceptions of institutional conditions that impact teacher technology integration. Journal of Research on Technology in Education, 36(4), 319–343.
17. Wells, J., & Lewis, L. (2006). Internet access in U.S. Public schools and classrooms: 1994–2005.
18. Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: the interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165– 205.

Also Read

• Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
• Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
• Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
• Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
• Using RSS in Collaborative Course Development
• Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
• Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
• Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
• Inspiring Learning and Teaching: Using e-tools to Facilitate Change
• Scenario making support in PBL

Tags