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.
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Notes
Fullan and Smith (1999) warn about the “implementation dip” that happens during the initial stages of implementation, even with sufficient support. They also argue that one-shot workshops will not help teachers to persist with technological innovations through this period. Instead, teachers will need continuous assistance from professional developers through the initial implementation, as well as follow-up assistance.
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This material is based on work supported by the National Science Foundation under grant numbers 0455877, 9805420, 0128062, 0311835, and 0334199. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Higgins, T.E., Spitulnik, M.W. Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review. J Sci Educ Technol 17, 511–521 (2008). https://doi.org/10.1007/s10956-008-9118-2
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DOI: https://doi.org/10.1007/s10956-008-9118-2