Journal of Science Education and Technology

, Volume 17, Issue 5, pp 511–521

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review

Authors

    • Graduate School of EducationUniversity of California, Berkeley
  • Michele W. Spitulnik
    • Graduate School of EducationUniversity of California, Berkeley
Article

DOI: 10.1007/s10956-008-9118-2

Cite this article as:
Higgins, T.E. & Spitulnik, M.W. J Sci Educ Technol (2008) 17: 511. doi:10.1007/s10956-008-9118-2

Abstract

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Keywords

Professional development Educational technology Science teachers Literature review

Copyright information

© Springer Science+Business Media, LLC 2008