Science Integrated with Mathematics using Language Arts and Technology: A Model for Collaborative Professional Development

This study was conducted to examine the effects on science and mathematics instruction of professional development in multimedia-based technology for 26 inservice and 14 preservice teachers. Participants learned to use multimedia-based technology in an intensive, two-week summer institute, collaborated in developing integrative instructional units, and implemented the units during the following fall semester. Data from a variety of measures, including computer competency surveys, the Microcomputer Utilization in Teaching Efficacy Beliefs Instrument (Enochs, Riggs, & Ellis, 1993), computer usage logs, participant journals, classroom observations, and interviews using Levels of Use techniques (Loucks, Newlove, & Hall, 1975), show that teachers demonstrated increased levels of competence and confidence in using technology for science and mathematics instruction. The discussion focuses on three components critical to the success of this professional development model: linkage of pedagogy to technology; collaborative teacher planning of instructional units; and support during implementation to promote systemic change.