The Modes, Tools, and Activities Science Teachers Use for Their Professional Learning of Technology Integration

• In Event: Maximizing the Impact of Teachers With Learning Technologies

Abstract

A year-long, longitudinal, mixed-methods case study of four science teachers in a single science department illustrates how formal, informal, and independent learning modes are all utilized for teacher learning of technology integration into their instruction. While many administrators realize that science teachers engage in both independent and informal activities, schools and districts rarely support these types of activities. This focus on the means of teacher learning is guided by the research question for the study: What modes, tools and activities do science teachers use to learn to integrate technology over one calendar year. The findings of this study will assist schools and school districts in designing, creating and implementing effective, holistic teacher learning programs for technology integration in science instruction.

Authors

• Monty Jones, Virginia Commonwealth University

• Sara L. Dexter, University of Virginia