Inclusive Professional Development: Technology Integration for Secondary Science Settings

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Kubasko, D. & Dickerson, J. (2008). Inclusive Professional Development: Technology Integration for Secondary Science Settings. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 3372-3374). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27758.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Dennis Kubasko, UNC Wilmington, USA; Jeremy Dickerson, East Carolina University, USA

Abstract

As computer systems and recently adapted peripheral technology become readily available in homes and schools, a national emphasis to integrate technology continues to emerge in science education (AAAS, 1993; NRC, 1996). Drawing on a social constructivist frame this study sought to address the conceptual learning of participants as they engaged in new experiences using technology to teach science concepts. The professional development model proposed for implementation was developed using inclusive and lateral teaming approaches. Participants included university methods faculty, partnership teachers, and student interns. Students finding the opportunity to integrate probeware into their student intern experience felt that probeware was beneficial to both their teaching practice and their students' learning. The model portrays a superimposed structure of technology literacy integration by offering participants in science education five key points for continuous professional growth: training, support, supervision, evaluation and mentoring.

Also Read

• Online Professional Development for Online Educators: Does it Change Teaching Practice?
• Professional development communities as a model for staff development online
• Applying Systems Design Principles to the Design of Web-Based Training Systems
• Embedding Multimedia Cases in Teacher Education: Supportive Role of the WWW
• On-line Continuing Professional Development for Teachers: Fact or Fantasy?
• Aggregation and accountability in an online teacher professional development system
• Situated Professional Development: The CATIE Model
• Intergenerational Learning: A Model for Teacher Preparation
• Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online
• The Challenges Facing Staff Development In Promoting Quality Online Teaching.

Tags