Technology-Enhanced Professional Development With a Situated Community of Practice

Abstract

The purpose of this chapter is to present an overview of a year-long professional development program on earth systems science and a related investigation into teachers' knowledge and skill development related to technology integration and what promoted transformational changes. Teachers progressed to recognize the spatial nature of science, use technology more for inquiry, and give students control over the technology more. Teachers identified as most helpful the program's cultivation of a community of practice, with teachers supporting each other in their learning and planning to teach. They also identified model lessons during program sessions as helpful, as they were aligned with required standards, focused on big ideas in science, and provided teachers with the time to explore technologies and experience technology-enhanced lessons as learners before developing and teaching their own lessons with their own students. The author then shares recommendations for similar professional development programs.