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Supporting Teachers' Use of Technology in Science Instruction through Professional Development: A Literature Review
ARTICLE

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Journal of Science Education and Technology Volume 17, Number 5, ISSN 1059-0145

Abstract

Professional development is critical in supporting teachers' use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers' beliefs about science and technology; supporting teacher learning by supporting teachers' examination of students' work; using technology to support teacher communities and social networks; and sustaining teachers' learning beyond formal professional development programs.

Citation

Higgins, T.E. & Spitulnik, M.W. (2008). Supporting Teachers' Use of Technology in Science Instruction through Professional Development: A Literature Review. Journal of Science Education and Technology, 17(5), 511-521. Retrieved March 26, 2019 from .

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Cited By

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  3. Relative Uses, Impact, and Possibilities For Teachers’ Uses of Formal, Informal, and Independent Learning to Integrate Technology

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  5. Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study

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  7. 21st Century Learning and Teaching through Integrating Technology into Inquiry-Based Professional Development

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

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2055–2060

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