Targeted Support for Using Technology-Enhanced Science Inquiry Modules
Targeted Support for Using Technology-Enhanced Science Inquiry Modules
复制标题
对使用技术增强型科学探究模块的有针对性的支持
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
M. Linn
中科院分区：
文献类型：
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作者：
Keisha Varma;Freda Husic;M. Linn
为技术增强的探究教学设计有效的专业发展经验是技术增强的科学学习（TELS）NSF资助的学习和教学中心的目标。为了向大量教师提供这种类型的支持，我们设计了一种有针对性的专业发展方法。参与教师实施了简短的调查模块，具有互动的科学可视化。我们与八个地区和五个州的16所学校合作。本文报告了有针对性的方法的设计，实施和完善。访谈数据的结果显示，教师面临的挑战往往与在K-12教室实施技术创新有关。有针对性的专业发展方法解决了这些挑战，使教师能够在课堂上成功地实施这些模块。访谈数据阐明了教师对使用技术如何影响他们的教学实践和他们对学生学习的看法。这项工作有助于越来越多的文献，确定和解决的障碍，将技术融入K-12教室。
Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a targeted professional development approach. Participating teachers implemented short inquiry modules that featured interactive scientific visualizations. We collaborated with 16 schools in eight districts and five states. This paper reports the design, implementation, and refinement of the targeted approach. Findings from interview data show that teachers faced challenges that are often associated with enacting technology innovations in K-12 classrooms. The targeted professional development approach addressed the challenges and allowed teachers to successfully implement the modules in their classrooms. The interview data clarify teachers’ perspectives on how using technology impacted their teaching practices and their ideas about student learning. This work contributes to a growing body of literature that identifies and addresses barriers to integrating technology into K-12 classrooms.