Teaming Technology Enhanced Instruction in the Science Classroom and Teacher Professional Development
Erminia Pedretti, Ontario Institute for Studies in Education of the University of Toronto, Canada ; Jolie Mayer-Smith, Janice Woodrow, University of British Columbia, Canada
Journal of Technology and Teacher Education Volume 7, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper describes a qualitative case study of Technology Enhanced Secondary Science Instruction (TESSI); a collaborative effort between teachers and researchers to advance technology implementation in high school science classrooms. The case study serves as a lens through which a range of assumptions about the value of introducing technology into the classroom environment can be examined. We illustrate how teachers' vision of, and commitment to, technology-enhanced instruction fostered a professional development experience that transformed both the teachers' and their students' views of teaching and learning. The professional development experience was situated in the teachers' own classrooms, and furthered by feedback from, and support of, students, administrators, parents, and coresearchers. Results illustrate how teachers acting as agents of technological change can serve as a powerful vehicle for classroom innovation and enduring professional development.
Pedretti, E., Mayer-Smith, J. & Woodrow, J. (1999). Teaming Technology Enhanced Instruction in the Science Classroom and Teacher Professional Development. Journal of Technology and Teacher Education, 7(2), 131-143. Charlottesville, VA: Society for Information Technology & Teacher Education.
© 1999 Society for Information Technology & Teacher Education