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dc.contributor.supervisor Mrazek, Rick Williams, Paul University of Lethbridge. Faculty of Education 2010-01-22T21:54:35Z 2010-01-22T21:54:35Z 2003
dc.description vii, 79 leaves ; 29 cm. -- en
dc.description.abstract This paper explores the effectiveness of a model of the Pan-Canadian Science Institute in providing teachers with new hand-held technology skills, and explores the process of actually implementing these new skills into classroom practice. Teachers participated in an intensive, five-day professional development in-service institute where they worked collaboratively to learn and practice a wide range of uses of graphing calculators and linked data-gathering devices, and discussed and shared views on effective pedagogy with this technology. Pre- and post-workshop surveys provided data to assess the change in teacher skill with, and attitude towards, the use of this technology. Follow-up activity, including frequent and regular encouragement and technical support throughout the implementation period, helped teachers to evaluate and improve the efficacy of their efforts to implement this technology in the classroom and to determine what impact this may have on their students in high school science. Through teacher reflective practices, survey data from participating teachers and students, classroom observation, and interviews with teachers and a sample of students, suggestions to improve the effectiveness of the Pan-Canadian Science Institute, follow-up activity, and implementation process have been determined. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Educational technology en
dc.subject Teaching -- Aids and devices en
dc.title Workshop to classroom : how effective new teacher skills enter classroom practice en
dc.type Thesis en
dc.publisher.faculty Education en

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