In-Service Teacher Development for Fostering Problem-Based Integration of Technology PROCEEDINGS
James Lehman, Peggy Ertmer, Purdue Univ., United States ; Kathleen Keck, Kathleen Steele, Crawfordsville (IN) Community Schools, United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper reports on professional development approach, used in an Indiana-based Technology Innovation Challenge Grant, for middle and high school teachers designed to promote problem-centered uses of technology. As an initial activity, in-service teachers, pre-service teachers, and grade 6-12 students took part in a two-day modeling activity using technology to investigate and report on a local community problem. This allowed teachers to experience problem-based learning and understand the elements of the process. Evaluation of the modeling activity showed positive reactions from both teachers and students. Subsequently, teachers took part in a semester-long, school-based course involving a number of problem-centered activities. Teachers developed their own problem-centered projects that contained appropriate elements of problem-based learning. These findings suggest that the professional development approach used in this project was effective.
Lehman, J., Ertmer, P., Keck, K. & Steele, K. (2001). In-Service Teacher Development for Fostering Problem-Based Integration of Technology. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 935-940). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2001 AACE