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ERIC Number: EJ1150684
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
Teacher Learning in Technology Professional Development and Its Impact on Student Achievement in Science
Lee, Hyunju; Longhurst, Max; Campbell, Todd
International Journal of Science Education, v39 n10 p1282-1303 2017
This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1020086