Elementary Teachers’ Simulation Adoption and Inquiry-Based Use Following Professional Development
Amanda Gonczi, Michigan Technological University, United States ; Jennifer Maeng, University of Virginia, United States ; Randy Bell, Oregon State University, United States
Journal of Technology and Teacher Education Volume 25, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this study was to characterize and compare 64 elementary science teachers’ computer simulation use prior to and following professional development (PD) aligned with Innovation Adoption Theory. The PD highlighted computer simulation affordances that elementary teachers might find particularly useful. Qualitative and quantitative data, including perceptions surveys, participant interviews, Quarterly Lesson Reports, and videotaped lessons, were analyzed to identify changes in participants’ computer simulation use. Variables that hindered or promoted instructional computer simulation use were also identified. There was a significant increase in the number of participants that used computer simulations pre- (17%) to post- (52%) professional development. Implementation patterns following the PD demonstrated participants consciously took advantage of simulations to address appropriate content and for inquiry-based instruction. The primary barrier to instructional computer simulation use was participants’ belief that computer simulations are most effective when used by students independently or in small groups. Findings illuminate Innovation Adoption Theory’s potential and limitations for use when designing educational technology professional development. A modified six-stage adoption model is recommended to address participants’ beliefs.
Gonczi, A., Maeng, J. & Bell, R. (2017). Elementary Teachers’ Simulation Adoption and Inquiry-Based Use Following Professional Development. Journal of Technology and Teacher Education, 25(2), 155-184. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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