Professional development for computer-enhanced learning: a case study with science teachers

Abstract

The preparation of science teachers to integrate computers in their teaching seems to be a challenging task, and teacher educators need to undertake systematic and coordinated efforts for effectively preparing teachers to teach with computers. The present study implemented a professional development approach for in-service science teachers regarding the pedagogical uses of computers in teaching and learning, and examined its effectiveness. The results showed that the approach was effective in adequately preparing science teachers to design computer-enhanced learning with various computer applications. Specifically, the majority of the teachers who participated in the study selected appropriate science topics to be taught with computers, transformed science content with appropriate computer tools and computer-supported representations, identified computer-supported teaching tactics, and integrated their computer-enhanced activities in the classroom with inquiry-based pedagogy. The results of the study provide baseline data about the effectiveness of the approach, and they can be used for comparison purposes in future studies, which may be conducted with the intention of further validating or even improving the suggested professional development approach. ABSTRACT FROM AUTHOR]; Copyright of Research in Science & Technological Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)