Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts

• In Event: Measuring Problem-Based Learning Processes From the Angle of Students and Teachers

Abstract

This paper presents a quasi-experimental study comparing two technology-related teacher professional development designs, aimed at helping teachers design online activities using web-based resources. The first (tech-only) focused exclusively on skills for designing classroom activities with online resources, while the second (tech+pbl) coupled technology knowledge with learning to design problem-based learning (PBL) activities. Both designs showed large gains for teachers (N=36) in terms of knowledge and skills. For use of PBL there was an interaction effect showing gains for only the tech+pbl teachers. Three generalized estimating equation models examined the impact on students (N=1,247). Tech+pbl students showed significant increases in gain scores for knowledge, attitudes, and behavior, whereas tech-only students only had improved gains in attitudes.

Authors

• Andrew Walker, Utah State University

• Mimi M. Recker, Utah State University

• Ye Lei, Utah State University

• Linda Sellers, Utah State University

• Heather Leary, University of Colorado - Boulder

• M Brooke Robertshaw, Utah State University