The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher's Professional Development: Another Digital Divide?

Autor/inn/en	Annetta, Leonard A.; Minogue, James
Titel	The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher's Professional Development: Another Digital Divide?
Quelle	In: Journal of Science Education and Technology, 13 (2004) 4, S.485-494 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-004-1469-8
Schlagwörter	Teaching Experience; Television; Distance Education; Elementary School Science; Elementary School Teachers; Professional Development; Rural Areas; Pedagogical Content Knowledge; Teacher Surveys; Statistical Analysis; Instructional Effectiveness; Science Instruction; Science Teachers + Suchen Sie Ihr Suchwort? Fernsehen; Fernsehtechnik; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Ländlicher Raum; Pädagogische Kompetenz; Statistische Analyse; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft
Abstract	The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. "Interactive television" (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p less than 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16-20 years of classroom experience. These results might suggest another digital divide. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10