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Expanding teachers' literacy in science and mathematics: Basing technology professional development on histories of classroom practice and beliefs
PROCEEDINGS

, NC State University, United States ; , North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

One hundred four middle school mathematics and science teachers committed to participating in a professional development summer institute with approximately 90 hours of instruction in the use of educational CD-ROMs, calculator-based laboratory, and microcomputer-based laboratory. Prior to the institute we were able to make classroom observations of teachers and collect various types of data in order to construct a rich description of the teachers. This paper will describe the type of classroom activities favored by the teachers, the types of metaphors they used to describe their teaching, the personality types that occurred in this volunteer group, and the types and frequencies of activities in the classroom.

Citation

Grable, L. & Park, J.C. (2002). Expanding teachers' literacy in science and mathematics: Basing technology professional development on histories of classroom practice and beliefs. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 652-653). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 19, 2019 from .

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