Technology in Pursuit of Science and Mathematics Understanding
Friday, March 11 3:05-3:25 PM
This research reports on a partnership with two high-need schools in New York City and the Center for Technology and School Change (CTSC), at Teachers College, Columbia University. The Center uses the introduction of technology to also address teacher content knowledge, the use of project-based learning and related pedagogies, and the use of formative assessment in the classroom. These four elements represent part of a more comprehensive professional development model that focuses on technology integration as a catalyst for school improvement efforts. The data showed that teachers felt the professional development was effective in preparing teachers to design hands-on, technology-infused, science and mathematics projects. The data also reflected the need to provide teachers with more support for developing additional content knowledge. To sustain these initial efforts, researchers recommend more exposure to project-based learning and technology.