21st Century Learning and Teaching through Integrating Technology into Inquiry-Based Professional Development

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Pennell, S. & Ewing-Taylor, J. (2012). 21st Century Learning and Teaching through Integrating Technology into Inquiry-Based Professional Development. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2055-2060). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39891.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Authors

Shawn Pennell, Jacque Ewing-Taylor, University of Nevada, Reno, United States

Abstract

Abstract: This paper will report on the results of the eleventh year of Nevada Educators Really Doing Science (NERDS). NERDS creates professional development for learning science content and the inquiry method of teaching science. Eighteen primary and secondary Nevada educators took part in an inquiry-based seven-day field experience with one pre- and two post- sessions. Each participant took pre- and post-tests in content knowledge, self-efficacy in science teaching, and technology familiarity, efficacy, and use. Technology is embedded in the inquiry process and necessary for data collection and analysis. Participants benefited from a situated learning experience and the integration of technology as an opportunity to increase self-efficacy. By creating a community of practice, participants were more willing to experiment and become proficient in the technology offered. The 21st century skills of creativity, critical thinking, collaboration, and communication directed this field-experience. Final data will be collected in December and analyzed for the final version of this paper.

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