Main Assignments:
1. Title Page
2. Introduction
4. Reflections
6. Sommary
7.
References
In integrating technology with instruction, science teachers face many
opportunities as well as challenges. Teachers will be implementing national
and state standards, which incorporate the use of computer technology,
into their instruction, special programs, and assessment. (ITEA, 2003
) Resources and professional development are crucial to empower teachers
to provide quality classroom experiences using technology that will result
in increased student achievement and computer literacy. (Maor, 1999) Science
teachers will have to have access to a wide range of resources to keep
current with new standards, technology and scientific development.
Research on professional development is necessary to find the most efficient
teaching and learning strategies. In this review, we will examine several
studies that attempt to reach the goal of increased technological awareness
and teaching strategies for science teachers. The studies will explore
standards for professional development (Daugherty, 2003), and an internet
based support system to enhance teacher learning. (Barnett, 2002) These
studies, I believe, set the groundwork for future professional development
training and broaden the many facets of teaching science for teachers
wanting to use technology effectively in the classroom.
Professional Development Standards
In the first study, Advancing excellence in technological literacy: Professional
development standards, (2003) Michael Daugherty writes about how the International
Technology Education Association created a set of standards for professional
development in technological literacy. (ITEA 2003) These guidelines were
created for all levels and all subject areas, which would include the
teaching of science.
Professional development standards in Advancing Excellence in Technology
Literacy (AETL) were developed to provide standards and guidelines for
professional development so as to advance the knowledge of technology
to teachers, administration, district personnel, and state agencies. (ITEA
2003)
The purpose of AETL is to provide continuous lifelong learning, enhancing
teachers’ university and in-service experiences. It also drives
for teachers to acquire a more complex knowledge of content area, skills,
processes and learning environment for student learning and motivation.
The professional development standards cover seven basic areas: technological
content, student learning, design and evaluate curriculum, instructional
strategies, arrangement of learning environment, professional growth,
and assessment of professional development progress.
The success of the professional development standards would be best gauged
by programs that deliver and expand upon state content standards, teacher’s
professional growth and technological literacy, (which would carry over
into the classroom) and to ensure that teachers are dynamic, collaborative,
reflective and willing to go the extra mile with technology in their classrooms.
Web Based Professional Development
In the next article, researchers examine the effectiveness of using a
web-based professional development system. Using emerging technologies
to help bridge the gap between university theory and classroom practice:
Challenges and successes, was published by Michael Barnett and Thomas
Keating. In this study, they examine the use of a web-based professional
development system to develop relevant discussion about inquiry based
learning, (2002)
Three main issues were addressed. One was creating meaningful interaction
for teachers. The system used videos, web-based bulletin boards and other
media to involve teachers in technology. A second issue was supporting
teacher reflection and articulation of beliefs. Teachers were able to
communicate with other teachers about teaching topics relevant to them,
successes and challenges. A third issue was technical and social challenges
of using a web-based professional development system. The issues were
raised to evaluate recommendations for a web-based PD system for science
courses, as well as fostering a collaborative atmosphere among participating
educators.
The Inquiry Learning Forum (ILF- http://ilf.crlt.indiana.edu/) was created
as a web-supported professional development program. Math and science
teachers are able to connect and interact with other teachers, share lesson
plans and resources, see videos of best practices in other classrooms,
and develop their own on-line professional development plan. Teachers
create a personalized web space, where they can post questions on a bulletin
board and to link to their favorite web-based resources.
In conclusion, it was found that the ILF was successful in creating a
sense of collaboration, sharing and support among teachers. This resource
helps teachers form a relevant base of knowledge in using technology to
support inquiry based learning in science. Systems like ILF can be developed
by state and local organizations to help new and in-service teachers.
This will help create and maintain best teaching practices across grade
levels, and using technology, to share that knowledge with classroom teachers
across districts, states and countries.
Other professional development programs included multimedia approaches
(Maor 1999) and action research. (Pedretti, 1996) In each format I reviewed,
the professional development had positive rewards for teachers.
Reflections
“To inspire any fundamental change in the classroom, teacher learning
is essential.” (Maor 1999) I believe this to be true, that you can
have the best technology, high-end computers and the brightest software,
but without teacher training to support the learners, all is for naught.
As technology coordinator for my school, one of my jobs is to provide
professional development for all the staff in using current technology
at the school site, and ever-increasing demand for web-based record keeping
for report cards and special education. I know that teachers can have
positive and negative attitudes toward technology. Some say, “I’m
computer illiterate,” or “The computer doesn’t like
me.” My focus is to help teacher recognize that using technology
is something everyone can do and, like riding a bike, the more you practice
it, the better you become. When teachers feel more at-ease around technology,
they are able to focus more on giving quality instruction. (Maor, 1999)