Professional Development

Professional Development for Technology- Enhanced Inquiry Science

Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448

ABSTRACT:

Author/Presenter

Libby Gerard

Keisha Varma

Stephanie Corliss

Marcia Linn

Year
2011

Professional Development for Technology- Enhanced Inquiry Science

Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448

ABSTRACT:

Author/Presenter

Libby Gerard

Keisha Varma

Stephanie Corliss

Marcia Linn

Year
2011

Professional Development for Technology- Enhanced Inquiry Science

Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448

ABSTRACT:

Author/Presenter

Libby Gerard

Keisha Varma

Stephanie Corliss

Marcia Linn

Year
2011

Professional Development for Technology- Enhanced Inquiry Science

Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448

ABSTRACT:

Author/Presenter

Libby Gerard

Keisha Varma

Stephanie Corliss

Marcia Linn

Year
2011

Teaching with Visualizations: A Comparison Study

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Teaching with Visualizations: A Comparison Study

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Teaching with Visualizations: A Comparison Study

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Teaching with Visualizations: A Comparison Study

Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (2013). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.)  Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer

ABSTRACT:

Author/Presenter

Libby Gerard

Ou Lydia Liu

Stephanie Corliss

Keisha Varma

Michele Spitulnik

Marcia C. Linn

Year
2013
Short Description

Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations.

Engaging Pre-service and Inservice Teachers in Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms

Courey, S. J., LePage, P., Siker, J. R., Blackorby, J. (2012). Engaging Preservice and Inservice Teachers In Middle School Mathematics: Using Dynabook to Shape Unconventional College Classrooms. Society for Information Technology & Teacher Education International Conference, Austin, TX, March 5 (peer-reviewed presentation)

ABSTRACT:

Author/Presenter

Susan Courey

Pamela LePage

Jody Siker

Jeremy Roschelle

Jose Blackorby

Year
2012