Integrating Point-to-Point Videoconferencing Into Professional Development of Rural Elementary School Science Teachers
Leonard Annetta, North Carolina State University, United States ; Daniel Dickerson, Old Dominion University, United States
CITE Journal Volume 6, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study investigated the effectiveness of using point-to-point videoconferencing for a 3-day professional development workshop of elementary school science teachers as part of the Science Co-op Project in rural Missouri. The intentions of this exploratory case study were to provide an overview of the program and to assess the degree to which participating teachers perceived the effective use of distance education technologies to address the challenge of reaching teachers in rural, isolated areas. The sample of teacher participants had participated in at least one traditional, onsite professional development workshop in previous years of the project. An exploratory case study design methodology was used to ascertain new information as it arose during the data collection process. Results suggest that teachers perceived the use of point-to-point videoconferencing to be as effective as their previous experience in traditional workshops. However, teacher participants overwhelmingly preferred to have the workshop leaders onsite.
Annetta, L. & Dickerson, D. (2006). Integrating Point-to-Point Videoconferencing Into Professional Development of Rural Elementary School Science Teachers. Contemporary Issues in Technology and Teacher Education, 6(4), 399-413. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2006 Society for Information Technology & Teacher Education
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Jeff Thomas, University. of Southern Indiana, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4543–4549
Preservice Teachers’ Perceptions of Learning Science Methods Through Hybridizing Asynchronous and Traditional Experiences
Jeff Thomas, University of Southern Indiana, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 3 (September 2011) pp. 271–281
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