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Wednesday, December 20, 2006
Integrating videoconferencing into professional development of rural elementary school science teachers - L. Annetta & D. Dickerson, AACE/CITE
This study investigated the effectiveness of using point-to-point videoconferencing for a 3-day professional development workshop of elementary school science teachers as part of the Science Co-op Project in rural Missouri. The intentions of this exploratory case study were to provide an overview of the program and to assess the degree to which participating teachers perceived the effective use of distance education technologies to address the challenge of reaching teachers in rural, isolated areas. The sample of teacher participants had participated in at least one traditional, onsite professional development workshop in previous years of the project. An exploratory case study design methodology was used to ascertain new information as it arose during the data collection process. Results suggest that teachers perceived the use of point-to-point videoconferencing to be as effective as their previous experience in traditional workshops. However, teacher participants overwhelmingly preferred to have the workshop leaders onsite.
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