Abstract

The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encourage teachers to implement the modules. We compared teacher learning, teacher implementation, and student learning from the two different professional development formats to examine how each format supported teachers to implement the modules, and, ultimately, improve student understanding. Teacher surveys, content and technology assess- ments, classroom observations, student assessments, and student work samples were analyzed for comparison between a two-week summer institute and monthly meetings held throughout the academic year. Teachers and students from both formats showed improvement in all areas assessed, yet there was not a large effect on student outcomes based on the delivery format between the professional development sessions.
... En sciences, certaines circonscriptions insistent sur l' observation libre. Cependant Lou et al. (2001) la déconseillent, car son utilisation cause des pertes de temps et de la dissipation chez les élèves, tandis que l'observation dirigée permet une plus nette avancée : c' est le principe de l' enseignement direct ou explicite (Barlow, Frick, Barker et Phelps, 2014;Claesgens et al., 2013;Dewi, Kultsum et Armadi, 2017;Hattie, 2003;Richard, Bissonnette, Castonguay et Gauthier, 2013). L' enseignant qui maîtrise cette technique en arrive à une prise en charge rapide des plus faibles. ...
... Cependant, les circonscriptions à fort taux de réussite scolaire se démarquent par le soutien de l'entourage immédiat de l' enseignante (maris, collègues et élèves). Dans notre corpus d' études majoritairement réalisées dans les pays développés, cette problématique n'a pas été soulevée, mais la formation à distance peut aider si l'accès à la technologie est assuré et encadré à l'intérieur d'une « communauté d'apprentissage professionnelle » (Claesgens et al., 2013;Fontaine, Savoie-Zajc et Cadieux, 2013;Lewis et al., 2014). ...
Article
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Résumé Le présent article est issu d’une recherche doctorale au cours de laquelle un portrait de la recherche sur l’évaluation en contexte universitaire a été réalisé. Il remet en question le rôle joué par les évaluations mutuelles dans les rapports entre enseignants/ étudiants, dans le contexte de l’émergence de modes de gouvernance qui confèrent à l’évaluation un rôle important de régulation. La plupart des recherches, centrées sur les données comptables des évaluations, occultent ce qui se négocie dans les interactions entre ces acteurs, au travers de leurs évaluations mutuelles. Nous proposons une conception resocialisante de l’évaluation pour examiner les enjeux au cœur de leurs dynamiques. Mots-clés Rapports enseignants/étudiants universitaires, conception resocialisante, évaluation, interactions. Abstract This article draws on a doctoral thesis problem in which a portrait of research on evaluation in the university context has been achieved. It questions the role played by mutual assessments in relations between university teachers/students in the context of the emergence of modes of governance which give assessment an important regulatory role. Most research, centered on accounting data evaluations, seem to neglect what is negotiated in the interaction between those actors, through their mutual evaluations. We propose a resocializing perspective on assessment to examine particular issues at the heart of their dynamic. Keywords University teachers/students relationships, resocializing perspective, assessment, interactions.
... En sciences, certaines circonscriptions insistent sur l' observation libre. Cependant Lou et al. (2001) la déconseillent, car son utilisation cause des pertes de temps et de la dissipation chez les élèves, tandis que l'observation dirigée permet une plus nette avancée : c' est le principe de l' enseignement direct ou explicite (Barlow, Frick, Barker et Phelps, 2014;Claesgens et al., 2013;Dewi, Kultsum et Armadi, 2017;Hattie, 2003;Richard, Bissonnette, Castonguay et Gauthier, 2013). L' enseignant qui maîtrise cette technique en arrive à une prise en charge rapide des plus faibles. ...
... Cependant, les circonscriptions à fort taux de réussite scolaire se démarquent par le soutien de l'entourage immédiat de l' enseignante (maris, collègues et élèves). Dans notre corpus d' études majoritairement réalisées dans les pays développés, cette problématique n'a pas été soulevée, mais la formation à distance peut aider si l'accès à la technologie est assuré et encadré à l'intérieur d'une « communauté d'apprentissage professionnelle » (Claesgens et al., 2013;Fontaine, Savoie-Zajc et Cadieux, 2013;Lewis et al., 2014). ...
... The team found that the format of the professional development did not affect student outcomes. However, the team also found that teachers who participated in the professional development throughout the academic year implemented authentic lessons with students at a higher rate than did the summer institute group (Claesgens et al., 2013). ...
... These projects suggest that blended formats can mitigate barriers to teacher participation. Some evidence also suggests that professional development that takes place in smaller doses during the school year may offer advantages over summer institutes in supporting more frequent implementation of ITEST-supported lessons throughout the year (Claesgens et al., 2013). ...
Technical Report
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Exploring underwater robotics, mapping fossil finds, and collecting and sharing data with the National Weather Service—such student learning experiences are everyday fare in ITEST projects, but radical departures from "business as usual" in science and math classrooms and after school activities. To accelerate dissemination of educator learning models in ITEST projects, the ITEST program has called for reflection on best practices and lessons learned in response to this question: “What instructional and curricular models can effectively engage teachers to use and integrate technologies so as to enhance student understanding of STEM-related occupations?”
... Gimeno-Sanz's et al. (2014) and Latif's (2016) demonstrated positive teacher reception of educational curriculum but did not follow up on implementation. In order to realistically gauge the impact on the classroom teaching longitudinal studies of the teachers that attend the conferences would be necessary (Claesgens, 2013). ...
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Technology in education is a global phenomenon affecting learners of all ages. The breadth and variety of available tools make it difficult to implement a standardized method for assessing the impact of technology on learning. The lack of a consensus on good and bad practices results in inconsistent application and mixed learning results. This article takes a look at the adaptation of technology to education and examines the various tools used to enhance learning. We discuss the advantages and disadvantages of using technology, as well as review methodologies for evaluating the impact. The essay concludes by identifying several problems with the way technology is evaluated and offers suggestions for further research to address those problems.
... Since Geospatial Inquiry is designed to evoke curiosity and engagement, students have multiple opportunities to seek information and explore ideas on how they see the world they live in. Geospatial Inquiry uses technology and data combined with inquiry-based teaching methods to enhance student learning (Claesgens et al. 2013). These data are often represented visu-ally using maps. ...
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The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher implementation of the Geospatial Inquiry Cycle. Situated cognition provided a theoretical framework for the design, development, and implementation of the GITWs and lessons. Surveys, technology assessments, lessons, and artifacts were analysed using a-priori coding, descriptive statistics, and a generalised linear modelling approach that included hierarchical analysis. Results indicated teachers implemented Geospatial Inquiry lessons with integrity to the principles of Geospatial Inquiry and utilised research-based pedagogical practices. Format of GITWs (e.g. face-to-face or blended) resulted in differences during teachers’ lesson implementation. In addition, whether GITWs were delivered by an individual facilitator or a team of facilitators impacted teachers’ lessons. The findings have several implications for the design and scaling of PLD.
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Technology in education is a global phenomenon affecting learners of all ages. The breadth and variety of available tools make it difficult to implement a standardized method for assessing the impact of technology on learning. The lack of a consensus on good and bad practices results in inconsistent application and mixed learning results. This article takes a look at the adaptation of technology to education and examines the various tools used to enhance learning. We discuss the advantages and disadvantages of using technology, as well as review methodologies for evaluating the impact. The essay concludes by identifying several problems with the way technology is evaluated and offers suggestions for further research to address those problems.
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This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers’ geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD Teacher Workshops were investigated. The POD Team analysed previous POD PLD models. Using these results, the POD Academy and Guide were developed, enacted, and revised. Two cohorts (n = 28) participated in the POD FA designed to prepare PLD providers to implement POD Teacher Workshops and to support teachers in learning to enhance an existing lesson via the integration of GST and Geospatial Inquiry. Data sources included surveys, daily debriefs, observations, performance assessments, and interviews. The qualitative data were analysed using inductive analysis conducted by two coders to reach agreement on codes and emerging themes. Quantitative data were analysed using descriptive statistics. Analyses informed the redesign and modification of the POD Academy and Teacher Workshops. Findings provide deeper insight into the needs and concerns of PLD providers in implementing PLD for science teachers. Furthermore, this investigation sheds more light on the selection and preparation of PLD providers as programmes seek to scale PLD.
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This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers persisting in practices from professional development were identified: innovators and adapters. Persistence of practice and implementation of the integration of GST within PBI must continue after professional development ends, or the sustainability of the positive results experienced during the professional development will not persist. http://www.citejournal.org/volume-16/issue-3-16/science/persistent-teaching-practices-after-geospatial-technology-professional-development/
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