Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts

Abstract

This article presents a quasi-experimental study comparing the impact of two technologyrelated teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the rapidly growing set of online learning resources available on the Internet. The first TTPD design (tech-only) focused exclusively on enhancing technology knowledge and skills for finding, selecting, and designing classroom activities with online resources, while the second (tech+pbl) coupled technology knowledge with learning to design problem-based learning (PBL) activities for students. Both designs showed large pre-post gains for teacher participants (N=36) in terms of self-reported knowledge, skills, and technology integration. Significant interaction effects show that teachers in the tech+pbl group had larger gains for self-reported knowledge and externally rated use of PBL. Three generalized estimating equation (GEE) models were fit to study the impact on students' (N=1,247) self reported gains in behavior, knowledge, and attitudes. In the resulting models, students of tech+pbl teachers showed significant increases in gain scores for all three outcomes. By contrast, students of tech-only teachers showed improved gains only in attitudes.

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

“…Despite limitations in drawing in-disputable conclusions between teacher preparation and student outcomes, the present study lends additional support to previously reported connections between effective professional development and student knowledge gains (Browder et al, 2012;Harris et al, 2015;Parette et al, 2013;Penuel et al, 2012;Ritzhaupt et al, 2012;Walker et al, 2012). In the current study, students significantly improved pretest to posttest scores on an authentic performance task requiring the use of online research skills.…”

“…As in other studies (Campbell et al, 2014;Walker et al, 2012), teachers in the present investigation indicated after the professional development that they grew professionally in understanding how to provide differentiated instruction to students and in integrating technology into their instruction. These topics are critical for teaching strategies for online academic research, and the results show that the face-to-face professional development provided reasonable coverage with relevant discussions and high-quality materials focused on differentiated instruction.…”

“…To help them see how to teach each strategy most effectively, teachers review each strategy from both instructor and learner perspectives. In this way, they gain knowledge and confidence with using both the curriculum and the technology in their classrooms (Ritzhaupt, Dawson, & Cavanaugh, 2012;Walker et al, 2012). As they review each strategy, teachers fill out an Instructional Planning Matrix (IPM), in which they design a content-based project for their classrooms that includes the online research strategies (see Appendix F).…”

“…Ritzhaupt, Dawson, and Cavanaugh (2012) found that students made better use of technology for learning when it was integrated effectively by their teachers into the curriculum, which could be enhanced by teachers' prior technology experiences. Walker et al (2012) implemented a professional development program with teachers that taught best instructional practices for using online learning resources and creating online problem-based learning activities. The researchers found that teachers who received the professional development self-reported gains in knowledge and use of problem-based learning activities and technology integration.…”

Efecto De Una Herramienta Hipermedia Sobre Las Variables Afectivo-Motivacionales Relacionadas Con Las Matemáticas

“…En esta misma línea, Andrade-Aréchiga et al (2012) observaron beneficios sobre el aprendizaje del cálculo y los aspectos motivacionales de 102 estudiantes universitarios que trabajaron con una plataforma interactiva para el aprendizaje del cálculo (PIAC). Resultados similares fueron reportados también por Walker et al (2012), quienes realizaron un estudio con 1247 estudiantes, en este caso, de entre 12 y 15 años. Los resultados mostraron beneficios no solo en términos de adquisición de contenidos conceptuales, sino también a nivel comportamental y actitudinal.…”