Mesut Duran

Impact of Research-Based Professional Development: Investigation of Inservice Teacher Learning and Practice in Wiki Integration.

Abstract This study reports on a district-wide research-based professional development (PD) that included 207 teachers and administrators. Data were collected from pre/post surveys, content analysis of the participants’ wiki pages, and a follow-up questionnaire. Findings indicate that participants significantly improved their foundational and technical wiki skills. The PD had a significant impact on participants’ perceptions of preparedness to use wikis in the classroom. Findings provided evidence that research-based PD can foster sustained teacher practice. The study demonstrates that participation in PD that is sustained, student-centered, participatory, and supported by adequate resources can have a significant impact on teacher learning and practice about specific technologies.

Technology and Pedagogical Renewal: Conceptualizing Technology Integration into Teacher Preparation.

Abstract Research indicates that, if future teachers are to effectively use technology, their pre-service preparation should employ multiple components. These components include core course work in educational technology, faculty modeling, and clinical experiences. This paper describes and analyzes one model for drawing these three components coherently together in a teacher preparation program. The paper further reports on a research project that applies this model at a major Midwest research university. In the conclusion section the paper identifies and discusses ways in which the model presented responds effectively to the need for a comprehensive program for preparing a technology-proficient teaching force.

A Taxonomy of e-Research Collaboration Tools: Using Web 2.0 to Connect, Collaborate and Create with Research Partners

The proliferation of Web 2.0 technologies in recent years has resulted in a wide array of tools designed to help researchers connect with one another and collaborate around a shared agenda of study. This chapter looks at the variety of tools currently available to support researchers in e-research collaborative efforts. In addition, recommendations are provided for developers and designers of collaborative research environments to consider as they create and refine these tools.

The FI3T Project

This present chapter first describes the current STEM learning initiatives in the United Stated (U.S.) to address the challenge the nation is facing to develop a future workforce that is creative, innovative, and technology proficient. The chapter next introduces the Fostering Interest in Information Technology (FI3T) project, which emphasizes information technology (IT) integration and collaborative strategies in STEM learning. FI3T created a design community where high school students, high school STEM teachers, undergraduate/graduate student assistants, post-secondary STEM content experts, and partners from industry worked together in order for high school students to learn about, experience, and use IT within the context of STEM and explore related career and educational pathways. Following the project design strategies, the chapter describes project events and activities in detail. FI3T concentrated on all four areas of STEM, creating four project-based design teams to address IT use in science, engineering, technology, and mathematics. The project sponsored two cohort groups, each participating for two consecutive years with several year-round activities for students to gain IT enrichment experiences within the context of STEM, followed by alumni and follow-up activities. The chapter ends by reporting on the FI3T project research findings. Overall findings indicated that STEM learning experiences supported through technology enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students’ STEM learning and critical thinking skills. Some degree of impact on attitude changes toward STEM and career aspirations in these fields was also in evidence.