Professional Development to Enhance Teachers' Practices in Using Information and Communications Technologies as Cognitive Tools: Lessons Learned From a Design-Based Research Study

• In Event: 16.038 - Restructuring Instruction Through Technology

Abstract

Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students’ learning. The purpose of this project is to facilitate science teachers’ use of information and communication technologies (ICTs) as cognitive tools to shift their practices from teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the project. The results revealed teachers’ positive changes in their classroom practices and positive impact on students’ ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.

Authors

• Shiang-Kwei Wang, New York Institute of Technology

• Hui-Yin Hsu, New York Institute of Technology

• Thomas C. Reeves, University of Georgia

• Daniel Coster, Utah State University