2. Teachers need to develop skills of using
technology as well as skills of integrating
technology to grant students a richer
learning environment (Sevinc and Karaca,
2010).
Research discoveries and reflection on
practice have led to new knowledge and
beliefs that are transforming the way
educators think about teaching and learning
(Loucks-Horsley, Stiles, Mundry, Love, &
Hewson, 2010).
3. Technology is the application of scientific
knowledge and the tools developed from such
knowledge. Humans are capable of developing
technology as well as using technology to further
develop civilization (AAAS, 1990).
In the more modern, digital world, the Internet,
search engines, and websites were all created to
make the gathering of information easier.
Technology has to continue to make
advancements to meet these connection needs
of the society. Because of the need for
technological advancements, the way students
learn in the 21st century is changing.
4. Many teachers do not know how to teach
students of the 21st century (Birman,
Desimone, Porter, & Garet, 2000), and
professional development must focus on
teaching teachers these skills.
Schools can only be as good as the teachers
and administrators within them (Guskey,
2002).
Professional development is the most
effective way to help teachers become more
prepared to teach and evaluate students of
the 21st century (Lieberman & Mace, 2011).
5. Upper Mid-west
Low-income school
Working toward 1:1 initiative
Four schools
K-2
3-4
5-8
9-12
6. Interview with principal
High school needs
Interview with super-intendant
High school demographic
Overall district goals
Interview with mathematics teacher
High school classroom needs
Student behaviors
Teacher needs at high school level
Teacher survey
Student needs district-wide
Teacher needs district-wide
Standardized test results
Student content struggles
7. Teachers need to improve their confidence in
incorporating appropriate technology into
the classroom to motivate and engage
students in learning mathematics and
science.
Students need to improve their modeling and
analyzing graphs and data skills.
Teachers need to use alternative teaching
methods to aide the implementation of
technology.
8. My professional development
focused on the use of data
collection technology with
new instructional strategies as
a motivational tool to help
students understand different
modeling and analyzing
techniques using real-world
data.
9. Goal 1:
Teachers will increase their
knowledge and use of data collection
technologies in their teaching.
Objective 1.1: Teachers will operate
and explore data collection
technologies -
LoggerLite and Vernier probes to
become familiar with their functions.
Objective 1.2: Teachers will
brainstorm a list of uses of these data
collection technologies in their own
classroom.
Objective 1.3: Teachers will design at
least one modeling lessons that
incorporate Excel, Logger Pro, or
Vernier probes.
Objective 1.4: Teachers will
implement at least one of these
lessons and reflect on the outcome.
10. Goal 2:
Teachers will increase their
knowledge and use of alternative
teaching methods such as case
method, discussion, collaborative
learning and cooperative learning
to guide students in using data
collection technology.
Objective 2.1: Teachers will learn
and explore alternative teaching
methods through lectures and
practice.
Objective 2.2: Teachers will learn
and practice with peers in
facilitating students while
collecting and analyzing data.
Objective 2.3: Teachers will
enhance a modeling lesson with at
least one alternative teaching
method.
Objective 2.4: Teachers will
implement a lesson that
incorporates an alternative
teaching method and reflect on the
outcome.
11. Goal 3:
Teachers will reflect on their use
of data collection technologies and
the impact on student
engagement.
Objective 3.1: Teachers will discuss
with peers the process of creating
a lesson with data collection
technology to improve students’
modeling skills.
Objective 3.2: Teachers will define
and create criteria to measure
student engagement and then
discuss and reflect on the impact
of technology on student
engagement during one lesson.
Objective 3.3: Teachers will discuss
how the implementation of their
lesson went in their own classroom
as well as what changes could be
made to the lesson.
12. All middle school and high school
mathematics and science teachers were
invited
Two high school mathematics and three
science teachers attended
All veteran teachers willing to meet the
needs of our district
Minimum teaching experience is 10 years.
13. January 22
Introduction
Initial Survey
January 29
Work and Collaboration
Exit Slip Survey
February 12
Work and Collaboration
Exit Slip survey
March 5
Reflections
Connection to Student Motivation
Final Survey
14. Temperature
Motion Detector
Dual-Range Force Sensor
Voltage
pH Sensor
Lab Quests
Logger Lite
Excel
15.
16.
17. Initial survey
Sign consent form
Demonstrate Vernier probes
Outline the schedule and plan of events
Go over any questions
18. Collaboration
Work time
Explore and Research
Develop Lessons
Play with the probes
19. Collaboration
Work time
Explore and Research
Develop Lessons
Play with the probes
20.
21.
22.
23. Characteristics of a motivated student
Reflection of lessons implemented
Alternative teaching strategies overview
Questions and answers
Final reflection
Final survey
24. “A motivated student shows up, is engaged,
asks questions, and submits quality work.
They do not complain that they do not know,
but instead use their confusion as a time to
learn more and ask questions. Motivated
students use their resources to help them learn
instead of cheat. Their scores are consistent
on homework and tests. Motivated students
are active in their learning.”
~Professional Development Participants
25. Initial Survey
Session Exit Slip Surveys
Final Survey
Mathematics Teacher Interview
Science Teacher Interview
Reflection Questions from two teachers who
implemented a lesson
Personal reflection
Video recordings and observations
Work samples
26. Initial Survey
Teachers are willing to learn about Vernier probes.
Teachers are willing to learn about alternative teaching
methods.
Session Surveys
Teachers were given enough time to explore and develop
lesson.
Need to focus on alternative teaching methods.
Need to offer additional support in adjusting the lessons found
on the Vernier website.
Final Survey
Teachers learned about Vernier probes.
Teacher confidence levels increased when using technology in
their classrooms.
Teachers learned about alternative teaching methods.
Teachers are more confident in using alternative teaching
methods in their classrooms.
They had already been using alternative methods, but this PD
improved their confidence.
27.
28. Completed after each session.
Teachers were excited about the PD.
Teachers were given time to find lessons and work with
Vernier probes.
Teachers were more confidence in using Vernier probes.
Teachers were more comfortable in using alternative
teaching methods.
Those who implemented their lesson completed a
reflection.
Students were more engaged.
Students were excited to be learning.
Students were motivated to do the work, and to do it
well.
Teachers liked the lesson and would do it again, given a
few changes in the lesson.
Teachers were excited to try other Vernier probes.
29. Used to help with my reflections.
These show the same results as my reflections.
Also recorded during a few lesson
implementations.
Teachers are facilitating.
Students are engaged.
Students are active in their learning.
30. Each teacher developed or found one lesson
to use.
Three teachers (including myself) had the
opportunity to implement their lesson.
Lessons include:
Barbie Swing – Sine Curves
Walk the Line – Linear Equations
Energy Burning – Calorie Calculations
Temperature – Statistics
Acidity Balance – pH levels
Force on Objects - Force
31.
32.
33.
34.
35. The high school mathematics and science
teachers increased their confidence in using
technology in their classrooms.
Teachers increased their knowledge of
Vernier probes.
Teachers increased their knowledge of
alternative teaching methods.
Teachers were able to reflect on their
lessons, the success of the implementation,
and the process as a whole.
36. With time, support, and practice teachers can
increase their confidence in technology use in
the classroom.
With time, support, and practice teachers can
increase their confidence in using alternative
teaching methods.
The high school teachers at my school still need
administrator support and witness to these new
technologies and teaching methods.
The high school teachers are willing to continue
to learn about Vernier probes and the technology
we have available at the high school.
These teachers are committed to the success
and motivation of our students.
37. I was very excited about the results of the
PD.
I wish some middle school teachers had
attended.
I will have to focus on providing them with
support in the coming year.
Overall, I feel the PD was a success and all
goals were met.
I am thrilled about being able to continue to
lead and support these teachers in
implementing technology into our
classrooms.
38. Present to the school board
Have superintendent post my PowerPoint on
the school Facebook page
Offer help to other teachers during our in-
service times on Wednesdays
Work with our technology integrationalist for
more ideas and to reach out to other grade
levels