Teacher Professional Development Through a Collaborative Curriculum Project – an Example of TPACK in Maine
- First Online:
- 380 Downloads
Maine’s one-to-one laptop program provides an ideal opportunity to explore conditions that optimize teacher integration of technology-focused curriculum into the classroom. EcoScienceWorks (ESW) is an ecology curriculum that includes targeted simulations and a code block programming challenge developed through an NSF-ITEST grant. The project was designed as a collaboration that included simulation software developers; middle school science teachers; the Maine laptop program; environmental educators; an external evaluator; and a lead organization experienced in teacher guided curriculum development. Thus, each of the elements of TPACK (technology, pedagogy, and content knowledge) worked together to produce the final ecology simulation-centered curriculum. In 2008–2009, the ESW curriculum became available statewide through the Maine laptop program. Partner teachers have transitioned their classrooms to more learning-centered environments through the use of technology and have become teacher leaders. The collaborative approach to technology focused curriculum development used in this project is a model for TPACK professional development.
KeywordsTPACK professional development ecology computer simulations curriculum development
Unable to display preview. Download preview PDF.
- Loucks-Horsley, S., Love, N., Styles, K. E., Mundry, S. E., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.Google Scholar
- Mishra, P., Koehler, M.J., & Kereluik, K. The Song Remains the Same: Looking Back to the Future of Educational Technology. TechTrends, 53(5), 48–53.Google Scholar
- Office of Technology Assessment (1995). Teachers and technology: Making the connection. Washington, DC: U.S. Government Printing Office.Google Scholar
- Schneider, R. M., (2009). Examining the instructional design of a technology enhanced course for new mentor teachers. Journal of Technology and Teacher Education, 17(1), 85–107.Google Scholar
- Sugar, W., Crawley, F. & Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology and Society, 7(4), 201–213.Google Scholar