Technology Integration in Nevada Classrooms as a Result of Inquiry Based Professional Development

ID: 31615 Type: Brief Paper
  1. Melissa Slayden, Jordan Pickering, and Jacque Ewing-Taylor, University of Nevada, United States

Wednesday, March 9 3:25-3:45 PM Location: Two Rivers

No presider for this session.

Abstract: Thirty-six Nevada educators, both primary and secondary, took part in the Nevada Educators Really Doing Science (NERDS) 2010 program. During this process, participants were introduced to and utilized a variety of technologies and the inquiry method during a series of pre-sessions, post-sessions, and a week-long field experience. Based on findings from past research, data were collected using a refined technology survey, which questioned participants regarding their familiarity, knowledge, efficacy, and use of technology in the classroom. It is expected that participants will experience an increase in technology familiarity, knowledge, efficacy, and will increase technology use in the classroom after participating in the NERDS program. Final data collection will be in December and this paper will reflect those results.

Topic

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