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A Professional Learning Community in Senior High Science: Data Logging and Learner-Centeredness
PROCEEDINGS

, , University of Prince Edward Island, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: Technology integration occurs most effectively when students take ownership of their education (Dexter, Anderson, & Becker, 2000); this results in a learner-centered rather than teacher-centered learning environment (McCombs, 2002). One particular technology resource that has shown promise is the data logger (Rodrigues, 2003). However, its potential has been largely unrealized because of inappropriate professional development (Seah, Tan, Hedberg, & Koh, 2005). During this mixed-method study, carried out at a senior high school in Prince Edward Island, Canada, a professional learning community was developed. Findings indicated that science teachers hold pedagogical perspectives which define the group's identity (John, 2005). Teachers' core values appear to be incongruent and threatened by learner-centered technology integration. However, research results suggest that a professional learning community can provide a mechanism to alleviate this perceived threat.

Citation

MacDonald, R. & Larter, A. (2007). A Professional Learning Community in Senior High Science: Data Logging and Learner-Centeredness. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1044-1049). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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