Middle School Science Teacher Experiences with Two Online Situated Technology Professional Development Programs: A Case Study

The aim of this qualitative case study was to examine teacher situated technology professional development utilizing two free online programs that align to the National Educational Technology Standards for Teachers (NETS-T). Six middle school (grades 6-8) science teachers from districts inside of North Carolina were selected to participate. Data was collected for this case study through audio-recorded semi-structured interviews, teachercreated artifacts, and teacher logs. Findings from this study suggest that situated technology professional development has the potential to positively impact the way teachers perform professional development. Teachers from this study believed that a combined course and self-guided approach had the greatest potential to enhance teacher practice. Additional findings from this study include a Technology Abundance Paradox (TAP) which outlines the idea that schools and classrooms have abundant technology, but insufficient training to use it. Teachers are continually being charged with finding their own professional development training, but also face barriers to that training, such as lack of time, resources, and support. A list of criteria for optimal professional development was created based on the feedback from teacher participants and can be used to enhance current and future technology professional development. The research questions driving the study were: (1) What are teachers's experiences with situated technology professional development programs that help teachers learn to integrate technology consistent with National Educational Technology Standards for Teachers (NETS-T)? Participants in this study found the two programs utilized in this study to be relevant, engaging, helped to create personalized materials, and aligned to the ISTE NETS standards. (2) What characteristics of selected situated professional development programs help teachers meet their need for self-directed, in-context, time-sensitive training? Participants noted that the course approach to situated technology professional development as better than the self-paced model and cited that it was what they were use to, appreciated being told what to do in a step-by-step manner, and liked that it allowed them to plan time better because they knew what to expect. However, several aspects of the self-paced approach to situated technology professional development were noted as valuable, including; providing participants with inspirational models, ideas, and examples through video and sample lessons, introduced practical technology tools, and allowed time for self discovery. (3) What limitations of situated professional development programs should be improved to better meet teacher needs? Participants in this study noted a lack of communication between collagues and a facilitator, no grade level or content area tracks, limited or no table of contents, and need for more audio as limitations to the two programs utilized. (4) What similarities and differences are noted between a course approach and self-guided approach to situated professional development? Participants cited structure and assessment as differences in the two programs; Intel was organized and sequential compared to Edutopia, and Intel provided quizzes and an Action plan while Edutopia did not. A similarity noted by participants that was valuable was choice. Intel participants were able to chooce two out of six different modules, while Edutopia participants were able to navigate their own path through the program by choosing hyperlinks.