Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts
This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources av...
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| Veröffentlicht in: | Educational technology research and development 2012-06, Vol.60 (3), p.421-444 |
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| creator | Walker, Andrew Recker, Mimi Ye, Lei Robertshaw, M. Brooke Sellers, Linda Leary, Heather |
| description | This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design (tech-only) focused exclusively on enhancing technology knowledge and skills for finding, selecting, and designing classroom activities with online resources, while the second (tech + pbl) coupled technology knowledge with learning to design problem-based learning (PBL) activities for students. Both designs showed large pre-post gains for teacher participants (N = 36) in terms of self-reported knowledge, skills, and technology integration. Significant interaction effects show that teachers in the tech + pbl group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students' (N = 1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of tech + pbl teachers showed significant increases in gain scores for all three outcomes. By contrast, students of tech-only teachers showed improved gains only in attitudes. |
| doi_str_mv | 10.1007/s11423-012-9243-8 |
| format | Article |
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Significant interaction effects show that teachers in the tech + pbl group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students' (N = 1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of tech + pbl teachers showed significant increases in gain scores for all three outcomes. 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Brooke</creatorcontrib><creatorcontrib>Sellers, Linda</creatorcontrib><creatorcontrib>Leary, Heather</creatorcontrib><title>Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts</title><title>Educational technology research and development</title><addtitle>Education Tech Research Dev</addtitle><description>This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. 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Brooke</au><au>Sellers, Linda</au><au>Leary, Heather</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ965848</ericid><atitle>Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts</atitle><jtitle>Educational technology research and development</jtitle><stitle>Education Tech Research Dev</stitle><date>2012-06-01</date><risdate>2012</risdate><volume>60</volume><issue>3</issue><spage>421</spage><epage>444</epage><pages>421-444</pages><issn>1042-1629</issn><eissn>1556-6501</eissn><abstract>This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design (tech-only) focused exclusively on enhancing technology knowledge and skills for finding, selecting, and designing classroom activities with online resources, while the second (tech + pbl) coupled technology knowledge with learning to design problem-based learning (PBL) activities for students. Both designs showed large pre-post gains for teacher participants (N = 36) in terms of self-reported knowledge, skills, and technology integration. Significant interaction effects show that teachers in the tech + pbl group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students' (N = 1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of tech + pbl teachers showed significant increases in gain scores for all three outcomes. 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| ispartof | Educational technology research and development, 2012-06, Vol.60 (3), p.421-444 |
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| subjects | Analysis Class Activities Classroom design Comparative Analysis Education Educational Research Educational Resources Educational Technology Electronic Learning Equipment and supplies Gain Scores Inservice Teacher Education Instructional Design Instructional Effectiveness Interaction Junior High School Students Junior High School Teachers Learning Learning Activities Learning and Instruction Mathematics Teachers Online databases Online education Online learning Outcome Measures Outcomes of Education Pretests Posttests Problem Based Learning Professional development Program Design Program Effectiveness Quasiexperimental Design RESEARCH ARTICLE Research design Science Teachers Secondary School Teachers Student Needs Teacher Characteristics Teachers Teaching Teaching methods Technology Technology Integration Web Based Instruction |
| title | Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts |
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