A Blended In-Service Arrangement for Supporting Science Teachers in Technology Integration

Autor/in	Voogt, Joke
Titel	A Blended In-Service Arrangement for Supporting Science Teachers in Technology Integration
Quelle	In: Journal of Technology and Teacher Education, 18 (2010) 1, S.83-109 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Feedback (Response); Technology Integration; Program Effectiveness; Educational Technology; Science Teachers; Foreign Countries; Computer Uses in Education; Rural Schools; Blended Learning; Teacher Collaboration; Faculty Development; Computer Mediated Communication; Science Achievement; Teacher Competencies; Teacher Influence; Workshops; Secondary School Science; Observation; Netherlands; Russia; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Computernutzung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerkooperation; Computerkonferenz; Lehrkunst; Lernwerkstatt; Schulung; Beobachtung; Niederlande; Russland
Abstract	A blended in-service arrangement was designed to support Russian science teachers from rural schools in the integration of technology. Blended learning combines multiple delivery modes that are designed to complement each other and promote learning and application-based behavior. The blended in-service arrangement consisted of two main components: 1. a teacher network with workshops, classroom observation and on-line collaboration and 2. exemplary curriculum materials. In the arrangement a train-the-trainers approach was applied: expert-teachers were prepared to support science teachers (target-teachers) in technology integration. During the implementation phase target-teachers were given feedback by expert-teachers and fellow teachers through online collaboration. Quantitative and qualitative data were collected to determine the impact of the blended approach on science teacher learning, classroom impact and student affective outcomes. The results of the study indicate that the blended in-service arrangement as developed in this study was a promising approach in supporting Russian rural school teachers with the integration of technology. (Contains 3 figures and 8 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10