InSTEP™ Professional Development: Building Teachers’ Capacity Through Problem-based and Technology-enhanced Instruction

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Palak, D. & Norris, K. (2006). InSTEP™ Professional Development: Building Teachers’ Capacity Through Problem-based and Technology-enhanced Instruction. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 1296-1301). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22240.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Deniz Palak, Kathy Norris, Wheeling Jesuit University, Center for Educational Technologies, United States

Abstract

Over the past five years more than 10,000 K-16 teachers from West Virginia and Ohio who teach in the STEM disciplines joined in the InSTEP™ professional development program to build capacity to successfully integrate instructional technologies in the classroom. The InSTEP model of professional development, however, took teachers beyond successful integration of technologies in the classroom. The unique InSTEP perspective modeled how to integrate appropriate technologies in student-centered, problem-based learning environments. To document this process, InSTEP teachers created instructional designs individually, tested their designs with students, and had each other peer-review their problem-based, technology-enhanced instructional units. Having completed its five-year cycle, the mature InSTEP professional development program presents itself with a unique perspective on teacher learning about student-centered instructional strategies and technology integration.

Keywords

• Classrooms
• Educational Technology
• Instructional Design
• Integration
• Professional Development

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