Front-Loaded Confidence: The Efficacy of Hybrid Professional Development in an ITEST Geospatial Technologies Project
Steven Moore, Science Approach, United States ; Don Haviland, William Moore, California State University, Long Beach, United States ; Jenny Brady, Science Approach, United States ; Allison Whitmer, Georgetown University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This virtual brief paper describes the efficacy of hybrid professional development used for the CoastLines Innovative Technology Experiences for Students and Teachers (ITEST) project. Over a three-year period, CoastLines introduced middle and high school teachers to the use of geospatial technologies as a tool for science instruction. Its hybrid professional development format included 40 hours of Webinars and an 80-hour summer institute. In response to formative feedback, the format was revised each year throughout the course of the project. Ninety teachers were trained using the hybrid format. This paper focuses on successful adjustments made to the professional development format.
Moore, S., Haviland, D., Moore, W., Brady, J. & Whitmer, A. (2012). Front-Loaded Confidence: The Efficacy of Hybrid Professional Development in an ITEST Geospatial Technologies Project. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 692-697). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).