Science teachers' use of online resources and the digital library for Earth system education

Barker, Lecia

doi:10.1145/1555400.1555402

Cited by 12 publications

(11 citation statements)

References 13 publications

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Mentioning

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Order By: Relevance

“…Teachers as information seekers are highly variable in several aspects: teachers have a wide range of technological experience and comfort levels (Becker, Ravitz, & Wong, 1999; Levin & Arafeh, 2002), the available workplace technology and technology support varies (Barker, 2009; Khoo, 2006), and educators tend to look for this information in diverging places and use different search approaches (Carlson & Reidy, 2004). Furthermore, teachers don't agree on whether finding and using online resources saves time or takes additional time (Karchmer, 2001; Recker, Dorward, & Nelson, 2004).…”

Section: Introductionmentioning

confidence: 99%

The notion of relevance in teacher information behavior

Diekema

Olsen

2012

Proc of Assoc for Info

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Educators use information to support their teaching, which is largely concerned with the transfer of information. To support this information exchange, teachers manage complex information environments that are continually changing based on outside influences. Decisions on when to go out and seek additional information, what information to incorporate, and what information to dispose of are all based on notions of relevance. This exploratory study found that notions of relevance are largely driven by the educational context and are therefore unique to this particular user group. Relevance is often prescriptive for teachers, that is, information needs are driven by curriculum and school policy. Teachers also appear to stack the deck when looking for relevant resources, increasing their chances for finding a good resource fit by drawing on shared experience and information from close colleagues. Resource selection is again curriculum based, but also has the interesting feature that teachers are proxies for relevance decisions that affect their students. Anticipated relevance is present in various aspects of teachers' personal information management (PIM), such as deciding whether to keep resources for future use, organizing their physical classroom space, and resource housekeeping decisions.

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Section: Introductionmentioning

confidence: 99%

The notion of relevance in teacher information behavior

Diekema

Olsen

2012

Proc of Assoc for Info

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“…Resources available through this networked environment include innovative curricula, teacher-created lesson plans, as well as interactive tools such as visualizations and simulations that use real-world datasets (Barker, 2009;McArthur & Zia, 2008). When this technical infrastructure is combined with Web 2.0 functionality, the intended result is a collaborative network for teaching and learning transcending location, time, and educational context.…”

Section: Introductionmentioning

confidence: 99%

“…In particular, the literature has identified several general barriers that prevent teachers from using online environments in effective and transformative ways. Some barriers are due to the technical infrastructure, including slow Internet connections, outdated technology, and limited student access (Barker, 2009;Recker, 2006). Research also suggests that teachers turn away from online environments because of poor usability design, concerns about the quality and accuracy of online resources, and the time required to filter through the large quantity of unranked search results (Carlson & Reidy, 2004;Madden, Ford, Miller, & Levy, 2005;Perrault, 2007;Sumner, Khoo, Recker, & Marlino, 2003).…”

Section: Introductionmentioning

confidence: 99%

Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

Walker¹,

Recker²,

Robertshaw³

et al. 2011

Interdisciplinary Journal of Problem-Based Learning

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This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated that both professional development enactments were associated with large increases in teacher knowledge, experience, and confidence with regards to technology use and integration. Variations in the level of PBL usage by teachers in their activities, and the degree to which they discuss PBL and technology integration are presented alongside limitations, practical significance, scholarly significance, and planned future work.NOTE: This is an updated form of this article, incorporating some corrections made in September 2012. Corrections affect the Introduction.

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“…In a national survey of 622 science teachers in 2009, Barker [2] noted similar findings. In Barker's survey, 95% of teachers rated the Internet as important or very important to their teaching.…”

Section: Educators and Digital Libraries 21 Teachers' Perceptions Of Dmentioning

confidence: 75%

“…In Barker's survey, 95% of teachers rated the Internet as important or very important to their teaching. Using in-depth interviews with a smaller sample of teachers, Baker [2] also found that time was an important concern for teachers. Teachers repeatedly articulated multiple, significant demands that limited the amount of time they could spend finding digital resources for teaching.…”

Section: Educators and Digital Libraries 21 Teachers' Perceptions Of Dmentioning

confidence: 99%

Do graphical search interfaces support effective search for and evaluation of digital library resources

Butcher

Davies

Crockett

et al. 2011

Proceedings of the 11th Annual International ACM/IEEE Joint Conference on Digital Libraries

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This paper explores the cognitive processes and online behaviors in which preservice teachers engage when seeking educational resources for classroom instruction. Participants used graphical and keyword search interfaces provided by a large-scale digital library (NSDL.org) and a keyword search interface from a large, commercial search engine (Google.com) to complete searches for online materials that would support classroom instruction. Overall, findings from the current work indicate that a graphical search interface can support comprehension by providing a conceptual organization of domain content during digital search and evaluation. Findings also show that digital libraries allow users to offload processing related to resource trustworthiness, thereby increasing cognitive capacity for other purposes.

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Science teachers' use of online resources and the digital library for Earth system education

Cited by 12 publications

References 13 publications

The notion of relevance in teacher information behavior

The notion of relevance in teacher information behavior

Integrating Technology and Problem-based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs

Do graphical search interfaces support effective search for and evaluation of digital library resources

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