Retooling Chinese primary school teachers to use technology creatively to promote innovation and problem solving skills in science classrooms

Kar-Tin Lee; Christina Chalmers; Chandra Vinesh; Andy Yeh; Rod Nason

Journal of Computers in Mathematics and Science Teaching Vol. 33, No. 2 (April 2014) pp. 181–208

This paper reports on the initial phase of a Professional Learning Program (PLP) undertaken by 100 primary school teachers in China that aimed to facilitate the development of adaptive expertise in using technology to facilitate innovative science...

Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts

Gina Park; Heather Johnson; Richard Vath; Beth Kubitskey; Barry Fishman

Journal of Technology and Teacher Education Vol. 21, No. 2 (April 2013) pp. 225–245

Online teacher professional development has become an alternative to face-to-face professional development. Such a shift from face-to-face to online professional development, however, brings new challenges for professional development facilitators,...

Characterization of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional Development Courses

Maurício Luz; Luiz Rolando; Daniel Salvador; André Sousa

The International Review of Research in Open and Distributed Learning Vol. 19, No. 5 (Nov 27, 2018)

Teachers face different challenges and opportunities through distance education. We used a combination of quantitative and qualitative approaches to investigate the factors leading in-service science teachers to quit online courses. No differences...

Language: English

Effects of Online Responsive Ongoing Professional Development (ROPD) on Teachers' Implementation Adherence of a Classroom Problem-Based Learning (PBL) Simulation Game and Curriculum

Jeremy Riel; Kimberly A. Lawless

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 310–318

Teachers' adherence to designed curricular expectations is an important area of focus of investigation concerning the fidelity of implementation of curriculum. However, with open-ended curricula such as problem-based learning (PBL), the concept of...

Topics: faculty development, social studies education, Distance/Flexible Education

Exploring How Digital Technologies Can Support Co-Construction of Equitable Curricular Resources in STEM

Meredith W. Kier; Deena Khalil

International Journal of Education in Mathematics, Science and Technology Vol. 6, No. 2 (2018) pp. 105–121

The recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts to real-world engineering design challenges (EDCs) for students (Next Generation Science Standards, 2013). We argue ...

A Curriculum-Linked Professional Development Approach to Support Teachers? Adoption of Web GIS Tectonics Investigations

Alec Bodzin; David Anastasio; Dork Sahagian; Jill Burrows Henry

Contemporary Issues in Technology and Teacher Education Vol. 16, No. 3 (2016) pp. 348–372

A curriculum-linked professional development approach designed to support middle level science teachers? understandings about tectonics and geospatial pedagogical content knowledge was developed. This approach takes into account limited face-to...

Shoulder-to-Shoulder: Teacher Professional Development and Curriculum Design and Development for Geospatial Technology Integration With Science and Social Studies Teachers

Thomas Hammond; Alec Bodzin; Kate Popejoy; David Anastasio; Breena Holland; Dork Sahagian

Contemporary Issues in Technology and Teacher Education Vol. 19, No. 2 (June 2019) pp. 279–301

For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies...

Strategizing Teacher Professional Development for Classroom Uses of Geospatial Data and Tools

Daniel Zalles; James Manitakos

Contemporary Issues in Technology and Teacher Education Vol. 16, No. 3 (2016) pp. 286–309

Studying Topography, Orographic Rainfall, and Ecosystems with Geospatial Information Technology (STORE), a 4.5-year National Science Foundation funded project, explored the strategies that stimulate teacher commitment to the project?s driving...

Digital resources for faculty development in e-learning: a self-paced approach for professional learning

Maria Ranieri; Juliana Raffaghelli; Francesca Pezzati

Italian Journal of Educational Technology Vol. 26, No. 1 (Jun 06, 2018) pp. 104–118

Since a growing number of universities have adopted e-learning or blended solutions, faculty development is increasingly seen as a crucial strategy to prepare faculty members for innovative teaching practices. However, a number of barriers prevent...

Language: English Translations: English, Italiano/Italian

Effects of a Multimedia Professional Development Package on Inclusive Science Teachers' Vocabulary Instruction

Michael J. Kennedy; Wendy J. Rodgers; John Elwood Romig; John Wills Lloyd; Mary T. Brownell

Journal of Teacher Education Vol. 68, No. 2 (2017) pp. 213–230

Vocabulary knowledge is vital for students' success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level...

What’s Being Taught? An Analysis of Corporate EdTech Certification Programs

Todd Cherner; Alex Fegely; Lynsey Heffner; Cory Gleasman

Contemporary Issues in Technology and Teacher Education Vol. 22, No. 1 (March 2022) pp. 140–175

Corporate EdTech Certification Programs (CECPs) have the potential to disrupt the traditional ways professional development has been offered to teachers. With large companies creating CECPs to demonstrate the ways their products can be used for...