Abstract
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the keywords technology, professional development, and science identified 360 studies from the past 25 years, 43 of which included multiple data sources and reported results for teachers and/or students. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students' inquiry learning experiences in K-12 science classrooms. In professional development programs of 1 year or less, researchers encountered common technical and instructional obstacles related to classroom implementation that hindered success. Programs varied most considerably in terms of their support for teachers' use of evidence to distinguish effective technology-enhanced practices.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 408-448 |
| Number of pages | 41 |
| Journal | Review of Educational Research |
| Volume | 81 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2011 |
Bibliographical note
Funding Information:This material is based upon work supported by National Science Foundation (NSF) grant numbers 0455877, 0918743, 0822388 and 0733299. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF. The authors gratefully acknowledge the support from the researchers who shared their work with us, and the feedback from the manuscript reviewers and the members of the Technology-Enhanced Learning in Science Center.
Keywords
- inquiry
- knowledge integration
- professional development
- science
- technology
