Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts

Autor/inn/en	Walker, Andrew; Recker, Mimi; Ye, Lei; Robertshaw, M. Brooke; Sellers, Linda; Leary, Heather
Titel	Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts
Quelle	In: Educational Technology Research and Development, 60 (2012) 3, S.421-444 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-012-9243-8
Schlagwörter	Class Activities; Learning Activities; Problem Based Learning; Program Effectiveness; Interaction; Educational Technology; Science Teachers; Mathematics Teachers; Inservice Teacher Education; Program Design; Comparative Analysis; Outcome Measures; Outcomes of Education; Instructional Effectiveness; Junior High School Students; Secondary School Teachers; Quasiexperimental Design; Pretests Posttests; Instructional Design; Web Based Instruction; Electronic Learning; Technology Integration + Suchen Sie Ihr Suchwort? Lernaktivität; Problem-based learning; Problemorientiertes Lernen; Interaktion; Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerfortbildung; Programme design; Programmaufbau; Programmplanung; Lernleistung; Schulerfolg; Unterrichtserfolg; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training
Abstract	This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design ("tech-only") focused exclusively on enhancing technology knowledge and skills for finding, selecting, and designing classroom activities with online resources, while the second ("tech + pbl") coupled technology knowledge with learning to design problem-based learning (PBL) activities for students. Both designs showed large pre-post gains for teacher participants (N = 36) in terms of self-reported knowledge, skills, and technology integration. Significant interaction effects show that teachers in the "tech + pbl" group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students' (N = 1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of "tech + pbl" teachers showed significant increases in gain scores for all three outcomes. By contrast, students of "tech-only" teachers showed improved gains only in attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10