A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Autor/inn/en	Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Strycker, Lisa A.; Walden, Emily
Titel	A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies
Quelle	In: Journal of Information Technology Education: Research, 15 (2016), S.335-376 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-9714
Schlagwörter	Faculty Development; Models; Research Methodology; Technology Uses in Education; Educational Technology; Web Based Instruction; Learning Disabilities; Middle School Students; Middle School Teachers; Teacher Attitudes; Student Attitudes; Likert Scales; Surveys; Pretests Posttests; Statistical Analysis; Oregon + Suchen Sie Ihr Suchwort? Analogiemodell; Research method; Forschungsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Web Based Training; Learning handicap; Lernbehinderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Likert-Skala; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students--especially those with learning disabilities (SWLDs--having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers' implementation of a web-based curriculum (the "SOAR Student Toolkit") for teaching online research strategies to all students (both general education students and SWLDs) in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%), the pace and format was appropriate (93%), and sufficient practice and feedback were provided (100%). All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the "SOAR Student Toolkit," found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the "SOAR Student Toolkit" for future research projects at least sometimes. Students who learned the "SOAR Student Toolkit" from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1) at pretest to 60.5% (SD = 23.0) at posttest--a statistically significant increase (F(df = 1,857) = 468.4, p < 0.001). Gains for SWLDs were similar to improvements for general education students. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEResearch/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01