Workshop to classroom : how effective new teacher skills enter classroom practice
|University of Lethbridge. Faculty of Education
|vii, 79 leaves ; 29 cm. --
|This paper explores the effectiveness of a model of the Pan-Canadian Science Institute in providing teachers with new hand-held technology skills, and explores the process of actually implementing these new skills into classroom practice. Teachers participated in an intensive, five-day professional development in-service institute where they worked collaboratively to learn and practice a wide range of uses of graphing calculators and linked data-gathering devices, and discussed and shared views on effective pedagogy with this technology. Pre- and post-workshop surveys provided data to assess the change in teacher skill with, and attitude towards, the use of this technology. Follow-up activity, including frequent and regular encouragement and technical support throughout the implementation period, helped teachers to evaluate and improve the efficacy of their efforts to implement this technology in the classroom and to determine what impact this may have on their students in high school science. Through teacher reflective practices, survey data from participating teachers and students, classroom observation, and interviews with teachers and a sample of students, suggestions to improve the effectiveness of the Pan-Canadian Science Institute, follow-up activity, and implementation process have been determined.
|Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003
|Project (University of Lethbridge. Faculty of Education)
|Teaching -- Aids and devices
|Workshop to classroom : how effective new teacher skills enter classroom practice