Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this paper is to report the experiences of three different, grant-funded teacher professional development projects for STEM education. The projects took place in three different southern U.S. states. Each project involved the Common Core State Standards for Mathematics and included either new or established instructional technologies. The research-base supporting the design of the projects will be summarized. The implementation of the projects will be described and implications and lessons learned from the projects will be shared. The information and experiences related in this paper may aid others involved with similar efforts, or those considering similar projects.
Hodges, C., Grant, M. & Polly, D. (2013). Beyond One-Shot Workshops: Three Approaches to STEM Teacher Professional Development. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4795-4800). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 20, 2019 from https://www.learntechlib.org/primary/p/48887/.
- Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G.M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-based Learning, 6(2). Available at: http://dx.doi.org/10.7771/1541-5015.1349Black,J.(2008).Contentknowledge and pedagogical content knowledge of algebra teachers and changes in both types of knowledge as a result of professional development. Proceedings of the 5th Annual TEAM-Math Partnership Conference Pre-Session (pp. 30-40), Auburn University, Auburn, AL.
- Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology integration through professional learning community. Journal of Educational Computing Research, 44(1), 59-82.
- Cole, K., Simkins, M., & Penuel, W.R. (2002). Learning to teach with technology: Strategies for inservice professional development. Journal of Technology and Teacher Education, 10(3), 431-455.
- DuFour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6-11.
- DuFour, R., Eaker, R., & DuFour, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree (formerly National Educational Service).
- Eisenberg, M.B. (2003). Technology for a purpose: Technology for information problem-solving with the Big6. TechTrends, 47(1), 13-17.
- Ertmer, P.A., & Simons, K.D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K–12 teachers. Interdisciplinary Journal of Problem-based Learning, 1(1). Available at:
- Grant, M.M., & Branch, R.M. (2005). Project-based learning in a middle school: Tracing abilities through the artifacts of learning. Journal of Research on Technology in Education, 38(1), 65-98.
- Grant, M.M., & Hill, J.R. (2006). Weighing the rewards with the risks? Implementing student-centered pedagogy within high-stakes testing. In R. Lambert& C. McCarthy (Eds.) Understanding teacher stress in the age of accountability (pp. 19-42). Greenwich, CT: Information Age Publishing.
- Grant, M.M., Ross, S.M., Wang, W., & Potter, A. (2005). Computers on wheels (COWS): An alternative to ‘each one has one’. British Journal of Educational Technology, 36(6), 1017-1034.
- Hodges, C.B., & Hunger G.M. (2011). Communicating mathematics on the Internet: Synchronous and asynchronous tools. TechTrends, 55(5), 39-44.
- Howland, J., & Wedman, J. (2004). A process model for faculty development: Individualizing technology learning. Journal of Technology and Teacher Education, 12(2), 239-263.
- McGee, J.R., Wang, C., & Polly, D. (2013). Guiding teachers in the use of a standards-based mathematics curriculum: Perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113(1), 16-28.
- Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.
- Penuel, W.R., Gallagher, L.P., & Moorthy, S. (2011). Preparing teachers to design sequences of instruction in Earth Systems Science: A comparison of three professional development programs. American Educational Research Journal, 48(4), 996-1025.
- Polly, D. & Hannafin, M.J. (2010). Reexamining technology’s role in learner-centered professional development. Educational Technology Research and Development, 58(5), 557-571.
- Polly, D., Mims, C., Shepherd, C.E., & Inan, F. (2010). Evidence of impact: An analysis of the influence of PT3 Projects designed to transform methods courses and field experiences. Teaching and Teacher Education, 26(4), 863-870.
- Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teaching? Educational Researcher, 29(1), 4-15.
- Rogers, D. (2000). A paradigm shift: Technology integration for higher education in the new millennium. AACE Journal, 1(13), 19-33.
- Scribner, J.P. (1999). Professional development: Untangling the influence of work context on teacher learning. Educational Administration Quarterly, 35(2), 238-266.
- Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1992). Cognitive flexibility, constructivism and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. Duffy& D. Jonassen (Eds.), Constructivism and the technology of instruction, (pp. 57-76). Hillsdale, NJ:
- Vescio, V., Ross, D., & Adams, A. (2006). A review of research on professional learning communities: What do we know? Retrieved February 16, 2008 from: http://www.nsrfharmony.org/research.vescio_ross_adams.pdf.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.