ITEST Study: Promoting STEM Career Interest in the Classroom: An Exploratory Study Linking Teacher Professional Development with Changes in Teaching Practices

ITEST 研究：在课堂上提升 STEM 职业兴趣：一项将教师专业发展与教学实践变化联系起来的探索性研究

• 批准号: 0833524
• 负责人: Caroline Parker
• 金额: $ 112.97万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0833524&HistoricalAwards=false
• 关键词: ITEST; Study; Promoting; STEM; Career

Classroom students need to engage with innovative technologies (IT) in ways that better match computer literacy skills and applications in today?s workplace. The NSF-funded ITEST teacher professional development projects address this need by helping teachers effectively integrate real-world IT-based investigations into K-12 curriculum. This ITEST Study will examine the ways that ITEST teacher education projects lead to changes in classroom practice by using two teacher-role models to examine technology-based professional development and related changes in teaching practices: Teacher as Pedagogical Expert (teachers using existing technology-based curriculum with or without adaptations) and Teacher as Curriculum Developer (teachers creating new curriculum). The study will explore these two models within the context of IT teaching and learning. Specifically, we want to understand what kinds of professional development activities promote and/or influence changes in teaching practices and the integration of innovative technologies in the classroom. We will address the following research questions: 1) What are the characteristics of the two teacher-role models (curriculum developer or pedagogical expert) in teacher professional development projects that immerse participants in professional IT experiences? and 2) Does IT classroom implementation differ for teachers who have and have not completed an IT-immersion professional development experience and does the difference (if any) vary by model?The research design includes a review of current and past ITEST professional development activities (surveys/interviews with project leaders and project artifacts), a broad survey of teacher participants from ITEST teacher education projects, and an in-depth study of a subset of ITEST teacher participants and comparison teachers to trace classroom implementation over an academic year. This project is a collaboration between Education Development Center (EDC, Inc.), TERC and University of Maryland Center of Environmental Science, all of which have extensive experience with the NSF ITEST program.

课堂上的学生需要以更好地匹配当今计算机素养技能和应用程序的方式参与创新技术（IT）？的工作场所。NSF资助的ITEST教师专业发展项目通过帮助教师有效地将现实世界的基于IT的调查整合到K-12课程中来满足这一需求。ITEST研究将研究ITEST教师教育项目如何通过使用两个教师角色模型来研究基于技术的专业发展和教学实践中的相关变化，从而导致课堂实践的变化：教师作为教学专家（教师使用现有的基于技术的课程，有或没有调整）和教师作为课程开发者（教师创建新课程）。本研究将在资讯科技教与学的范畴内探讨这两种模式。具体来说，我们想了解什么样的专业发展活动促进和/或影响教学实践的变化和创新技术在课堂上的整合。我们将解决以下研究问题：1）在教师专业发展项目中，沉浸在专业的信息技术经验的参与者的两个教师角色模型（课程开发者或教学专家）的特点是什么？以及2）对于有和没有完成IT沉浸式专业发展经验的教师来说，IT课堂的实施是否有所不同？研究设计包括审查当前和过去的ITEST专业发展活动（调查/采访项目负责人和项目文物），广泛的调查教师参与者从ITEST教师教育项目，并在一个子集的ITEST教师参与者和比较教师跟踪课堂实施一学年的深入研究。该项目是教育发展中心（EDC，Inc.），TERC和马里兰州大学环境科学中心，所有这些机构都在NSF ITEST计划方面拥有丰富的经验。