Information Technology Reference
In-Depth Information
Chapter 15
Experiences in the Field: The Evolution
of a Technology-Oriented Teacher Professional
Development Model
M. Brooke Robertshaw, Andrew Walker, Mimi Recker, Heather Leary,
and Linda Sellers
Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT
84322-2830, USA
Introduction
In the USA, as in many places in the world, there has been an increasing focus
on integrating online/Internet communication technology into primary and sec-
ondary education. These rapid technological innovations offer a wealth of potential
for transforming education. In science education, for example, students can now
access real-time images from space exploration, or download data and partner
with other students and scientists to analyze simulations of complex weather
events. They can remotely participate in scientific explorations and events, includ-
ing research trips to Antarctica or solar eclipses (Computing Research Association,
2005; Pea et al., 2008). In mathematics, students can interact with virtual tools and
manipulatives that help make abstract concepts more concrete (Dorward & Heal,
1999).
In recognition of this potential, several large-scale initiatives being taken are
developing repositories (or,
digital libraries
) containing catalogued
online learning
resources
. Key objectives are to provide teacher and learner access to high-quality
learning objects in order to help improve both the effectiveness and the efficiency
of education (McArthur & Zia, 2008). In the USA, the National Science Digital
Library (NSDL.org) offers a comprehensive collection of educational content and
contains services to learners, educators, and academic policy makers. The NSDL
contains over 2.5 million high-quality, catalogued science, technology, engineering,
and mathematics educational online resources (NSDL.org, 2009).
However, these tremendous opportunities also come with a significant number of
challenges. Chief among them is that most mid- and late-career teachers are not dig-
ital natives. While experienced teachers may possess a vast and effective repertoire
