Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology

Trautmann, Nancy M.; MaKinster, James G.

doi:10.1007/s10972-009-9181-4

Cited by 54 publications

(42 citation statements)

References 17 publications

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“…Additionally, researchers have shown an interest in examining knowledge of integrating technology into teaching for both pre-service (Hardy, 2010;Lee & Hollebrands, 2008;Özgün-Koca, Meagher, & Edwards, 2010) and in-service teachers (Trautmann & MaKinster, 2010). In recent years, the TPACK model has also been employed to develop teachers' professional development according to different learning contexts such as mathematics (Niess et al, 2009) and science .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers have conducted studies to examine teachers' TPACK development in science classrooms (Allan et al, 2010;Guzey & Roehrig, 2009;Hechter, 2012;Jang, 2010;Jang & Chen, 2010;Khan, 2011;Lin et al, 2013;Trautmann & MaKinster, 2010). Science teachers' TPACK has been examined through a TPACK questionnaire and the results indicated that teachers' perceptions on TPC correlated positively with the other six TPACK sub-components (i.e., TK, PK, CK, TCK, TPK, PCK, and TPC, Lin et al, 2013).…”

Section: Teachers' Tpack In Science Teachingmentioning

confidence: 99%

“…A variety of technological tools (e.g., interactive Probeware, mind-mapping tools, whiteboards, geospatial technology) have been used in science classrooms and teachers' integration of the technology into science teaching has been examined (Guzey & Roehrig, 2009;Jang, 2010;Trautmann & MaKinster, 2010). Inservice science teachers used IWBs to facilitate students' understanding of the topic and present appropriate teaching strategies and representations, which ultimately developed teachers' TPACK (Jang, 2010).…”

Section: Teachers' Tpack In Science Teachingmentioning

confidence: 99%

“…The researchers concluded that school context and teachers' reasoning skills have influenced teachers' development of TPACK. In-service science teachers trained with using geospatial technology of teaching science topics developed their technological skills and ideas of using technological tools, which displayed their improvement of TPACK (Trautmann & MaKinster, 2010).…”

Section: Teachers' Tpack In Science Teachingmentioning

confidence: 99%

“…Science teachers' TPACK was found to relate to school context and their reasoning skills (Guzey & Roehrig, 2009). Trautmann and MaKinster (2010) concluded that training using geospatial technology helped science teachers improve their TPACK, and helped to develop their skills in designing technology integrated curricula and the evaluation of the effectiveness of curricular lessons. The review of research on TPACK in science classrooms suggests that science teachers could develop their TPACK through using technological tools in science teaching.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Jang

Tsai

2013

AJET

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Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Teachers' Tpack In Science Teachingmentioning

confidence: 99%

Section: Teachers' Tpack In Science Teachingmentioning

confidence: 99%

Section: Teachers' Tpack In Science Teachingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Jang

Tsai

2013

AJET

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The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Rubino‐Hare,

Whitworth,

Boateng

et al. 2023

J Res Sci Teach

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Advances in online geospatial technologies (GST) have expanded access to K‐12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST‐integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST‐focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high‐quality Geospatial Inquiry. Students (n = 1924) completed a post‐lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

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The Technological Pedagogical Content Knowledge Framework

Koehler

Mishra

Kereluik

et al. 2013

Handbook of Research on Educational Communications and Technology

483

348

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Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology

Cited by 54 publications

References 17 publications

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

The Technological Pedagogical Content Knowledge Framework

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