Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science

Autor/inn/en	Lee, Hyunju; Longhurst, Max; Campbell, Todd
Titel	Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science
Quelle	In: International Journal of Science Education, 39 (2017) 10, S.1282-1303 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1327733
Schlagwörter	Academic Achievement; Science Achievement; Science Instruction; Faculty Development; Middle School Teachers; Science Teachers; Technology Integration; Grade 8; Information Technology; Technology Uses in Education; Technological Literacy; Inquiry; Teacher Attitudes; Beliefs; Secondary Schools; Teacher Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; School year 08; 8. Schuljahr; Schuljahr 08; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Lehrerverhalten; Belief; Glaube; Sekundarschule; Statistische Analyse
Abstract	This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01