Item history (saalimkoomar, Fri Feb 05 2021 12:14:28 GMT+0000 (GMT))

TY - JOUR
TI - Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons
AU - Kafyulilo, Ayoub C
AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reﬂection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simpliﬁed the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reﬂected with teachers on how to cope with problems met during implementation.
DO - 10.1007/s10972-015-9444-1
DP - Zotero
SP - 23
LA - en
L1 - https://www.tandfonline.com/doi/pdf/10.1007/s10972-015-9444-1?casa_token=y0Jjb4x8QvMAAAAA:ddcQRczU5_pK1Pr-uViciOSA-sETxvSlHIpRddEwAykrH93nreE7A1DryHbTXMBHGJAG5ZHh1S8n9A
ER -

TY - JOUR
TI - Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons
AU - Kafyulilo, Ayoub C.
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Journal of Science Teacher Education
AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.
DA - 2015/12/30/
PY - 2015
DO - 10.1007/s10972-015-9444-1
DP - Taylor and Francis+NEJM
VL - 26
IS - 8
SP - 673
EP - 694
SN - 1046-560X
UR - https://doi.org/10.1007/s10972-015-9444-1
Y2 - 2020/09/28/10:33:04
L2 - https://www.tandfonline.com/doi/abs/10.1007/s10972-015-9444-1?journalCode=uste20
KW - Design teams
KW - Interconnected model of professional growth
KW - Professional development
KW - Support
KW - Teachers
KW - Technology
KW - TPACK
ER -

TY - JOUR
TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons
AU - Kafyulilo, Ayoub C.
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Journal of Science Teacher Education
AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.
DA - 2015/12/01/
PY - 2015
DO - 10.1007/s10972-015-9444-1
DP - Springer Link
VL - 26
IS - 8
SP - 673
EP - 694
J2 - J Sci Teacher Educ
LA - en
SN - 1573-1847
UR - https://doi.org/10.1007/s10972-015-9444-1
Y2 - 2019/11/21/15:16:50
L1 - https://link.springer.com/content/pdf/10.1007%252Fs10972-015-9444-1.pdf
KW - Technology
KW - _THEME: Teacher Professional Development
KW - Professional development
KW - _Source:Intuitive
KW - Teachers
KW - _THEME: Open systems
KW - TPACK
KW - Design teams
KW - Interconnected model of professional growth
KW - Support
ER -

TY - JOUR
TI - Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons
AU - Kafyulilo, Ayoub C.
AU - Fisser, Petra
AU - Voogt, Joke
T2 - Journal of Science Teacher Education
AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reﬂection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simpliﬁed the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reﬂected with teachers on how to cope with problems met during implementation.
DA - 2015/12/30/
PY - 2015
DO - 10.1007/s10972-015-9444-1
DP - DOI.org (Crossref)
VL - 26
IS - 8
SP - 673
EP - 694
J2 - Journal of Science Teacher Education
LA - en
SN - 1046-560X, 1573-1847
UR - https://www.tandfonline.com/doi/full/10.1007/s10972-015-9444-1
Y2 - 2020/10/27/13:36:53
ER -

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item.extra: Publisher: Routledge _eprint: https://doi.org/10.1007/s10972-015-9444-1

itemOLD.extra:
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Supporting teachers learning through the collaborative design of technology-enhanced science lessons

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Supporting teachers learning through the collaborative design of technology-enhanced science lessons

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