The Impact of STEM Professional Development: K–12 Teacher Progression Identified in Technology, Pedagogy, and Content Knowledge Assessment

• In Event: Roundtable Session 43
  In Roundtable Session: Professional Development in the STEM Areas

Abstract

Our study examined the relationship between K12 teachers’ STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a four-day professional development summer institute. In 2014, a total of 533 K12 teachers, across six Idaho regional locations, participated in a professional development institute. Through this research, we hoped to determine if STEM-focused professional development led to shifts in teacher instructional technology knowledge and practice, as defined by the TPACK (Technology Pedagogy and Content Knowledge) assessment. Our research provides insight into teachers’ perceptions of integrating instructional technology to teaching mathematics and science, which may be useful for informing teacher professional development and the status of teacher instructional technology practices.

Authors

• Darcie Rae, Boise State University

• Louis S. Nadelson, Utah State University