ITWF: Improving the Participation and Achievement of Students in Diverse Schools by Enhancing Teacher Professional Development in Science and Learning Technologies

信息技术劳动力(ITWF)-2003财年建议ID：EIA-0306156调查者：Alberto Rodriguez，Randy Yerrick和Cathy ZozakeiwizInstitution：加州大学圣迭戈分校：通过加强科学和学习技术方面的教师专业发展，改善不同学校学生的参与和成就加州大学圣地亚哥分校已获得资助，在不同学校背景下开展一个为期3年的专业发展和研究项目。一批小学生将被挑选出来，并从四年级到六年级进行跟踪。每年，这些学生将与参与该项目的老师一起被安排在教室里。将对学生的科学知识和学习技术的转化，以及教师利用学习技术进行理解教学的能力和信心进行为期3年的研究。此外，每年都会聘请一批职前教师到参与计划的教师的课室任教。这一设计旨在为教师提供多种机会，在不同的学校背景下，在科学方法课程期间和专业发展机构期间实践所模拟的技能和教学知识。以下研究问题将被探讨：1.基于探究的社会文化建构主义和多元文化取向的教学如何提高有经验的和任职前的教师在小学高年级课堂上与不同学生一起使用学习技术的能力？2.基于探究的社会文化建构主义和面向多元文化的学习技术教学如何提高不同学生对科学的态度和学习成绩

ABSTRACTInformation Technology Workforce (ITWF) - FY03Proposal ID: EIA-0306156Investigator: Alberto Rodriguez, Randy Yerrick and Cathy ZozakeiwizInstitution: UC, San DiegoTitle: Improving the Participation and Achievement of Students in Diverse Schools by Enhancing Teacher Professional Development in Science and Learning Technologies The University of California, San Diego has been funded to conduct a 3-year long professional development and research project that is based in a diverse school context. A cohort of elementary students will be selected and followed from fourth grade through sixth grade. Each year these students will be placed in classrooms with teachers who are participating in the project. The transformation of the students' knowledge of science and learning technologies, and the teachers' abilities and confidence in the use of learning technologies to teach for understanding, will be studied for 3 full years. In addition, each year a cohort of pre-service teachers will be recruited to student teach in the participating teachers' classrooms. This design aims to provide teachers with multiple opportunities for practicing the skills and content knowledge modeled during the science methods courses, and during the professional development institutes, in diverse school contexts. The following research questions will be explored:1. In what ways does an inquiry-based, sociocultural constructivist, and multicultural orientation to teaching enhance experienced and pre-service teachers' abilities to use learning technologies with diverse students in the upper elementary classroom?2. In what ways does an inquiry-based, sociocultural constructivist, and multicultural orientation to teaching using learning technologies enhance diverse students' attitudes toward and academic performance in science