Targeted support for using technology-enhanced science inquiry modules

Keisha Varma; Freda Husic; Marcia C. Linn

doi:10.1007/s10956-008-9104-8

Targeted support for using technology-enhanced science inquiry modules

Keisha Varma, Freda Husic, Marcia C. Linn

Educational Psychology

Research output: Contribution to journal › Article › peer-review

43 Scopus citations

Abstract

Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers' perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.

Original language	English (US)
Pages (from-to)	341-356
Number of pages	16
Journal	Journal of Science Education and Technology
Volume	17
Issue number	4
DOIs	https://doi.org/10.1007/s10956-008-9104-8
State	Published - Aug 2008

Bibliographical note

Funding Information:
Acknowledgements This material is based upon work supported by the National Science Foundation under grant No. 0334199. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors gratefully acknowledge helpful discussions of these ideas with members of the Web-based Inquiry Science Environment group and the Technology Enhanced Learning in Science center. Special thanks go to Stephanie Corliss, Tara Higgins, Doug Kirpatrick, Hee-Sun Lee, Ji Shen, and Michele Spitulnik for stimulating discussions and comments on earlier drafts. The authors appreciate help in production of this manuscript from Jonathan Breitbart.

Keywords

Professional development
Science
Teacher learning
Technology
Visualization

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10.1007/s10956-008-9104-8

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abstract = "Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers' perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.",

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note = "Funding Information: Acknowledgements This material is based upon work supported by the National Science Foundation under grant No. 0334199. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors gratefully acknowledge helpful discussions of these ideas with members of the Web-based Inquiry Science Environment group and the Technology Enhanced Learning in Science center. Special thanks go to Stephanie Corliss, Tara Higgins, Doug Kirpatrick, Hee-Sun Lee, Ji Shen, and Michele Spitulnik for stimulating discussions and comments on earlier drafts. The authors appreciate help in production of this manuscript from Jonathan Breitbart.",

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Targeted support for using technology-enhanced science inquiry modules

Abstract

Bibliographical note

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