Effects of a Computerized Professional Development Program on Teacher and Student Outcomes

Abstract

Effects of a computerized professional development (PD) program for a concept teaching routine were investigated in two studies. For each, teachers were randomly assigned to either a virtual workshop group that used a multimedia software program for PD or an actual workshop group that participated in a live PD session. In Study 1, the teachers’ knowledge about the routine and planning for the routine significantly improved after completing either workshop; no significant differences were found between the groups. Both teacher groups were satisfied with the PD. In Study 2, the teachers’ performance of the routine in their classrooms improved, as did student performance on tests of concept knowledge. Students were satisfied with the instruction provided by both groups of teachers. No differences were found between the posttest scores earned by the teacher groups or by students of the teachers. Implications regarding computerized PD for teachers are discussed.

Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine

“…In conclusion, the results of the current studies, combined with the results of the Fisher et al. (1999, 2010) studies and the Schumaker et al. (2010) studies provide several implications for practice.…”

“…Clearly, other questions can be raised with regard to this type of professional development. First, developing software like the multimedia program used in the present project and others (e.g., Fisher et al, 1999; Fisher et al, 2010) is costly. Because professional programmers and videographers are required, along with writers and editors, the development costs can be considerable if the quality of the program is to be acceptable at professional levels.…”

How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation?

“…This is supported by various studies which have been done related to the exemplary profile of professional English teachers and their experiences in developing their professionalism (Garet et al, 2001;Kolo, 2006;Anugerahwati, 2009;Vo & Nguyen, 2010;Fisher et al, 2010;Mustafa, 2011;Carlisle & Berebitsky, 2011;Amin, 2013;Husein, 2013;Priajana, 2015). In Indonesian context, the notion of teachers' professionalism has also been given much attention.…”

Teachers’ Perceptions of Engagement and Effectiveness of School Community Partnerships: NASA’s Online STEM Professional Development

“…ED OPEPD's evaluation in a meta-analysis of online learning studies found that learning content in an on-line setting was more effective than learning the same content in a face-to-face setting (U.S. Department of Education, Office of Planning, Evaluation and Policy Development, 2010). Research offers further support that online learning communities for PD can reduce teacher isolation and support sharing, foster reflection on practice, influence teaching practice, and support formation of communities of practice (Barnett, 2002;Matusov, Hayes, & Pluta, 2005).Other studies show no significant differences in learning when comparing online PD to face-to-face PD (Castle & McGuire, 2010;Fisher, Schumaker, Culbertson, & Deshler, 2010;Harlen & Doubler, 2004;Schmidt, 2002), which further supports using online PD when both financial and time constraints are limited.…”