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Integrating Point-to-Point Videoconferencing Into Professional Development of Rural Elementary School Science Teachers
Article

, North Carolina State University, United States ; , Old Dominion University, United States

CITE Journal Volume 6, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

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.

Citation

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. Retrieved July 17, 2019 from .

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