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The effects of professional development on teacher integration of educational digital libraries.

机译：专业发展对教育数字图书馆教师整合的影响。

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摘要

The purpose of this study was to investigate the impact of a professional development (PD) workshop on teachers' knowledge and use as related to the integration of online resources. In addition, this study attempted to examine whether teachers' aptitude was a moderating factor in the impact of the PD workshop. Moreover, it explored how teachers used online resources in their practice and how teachers' aptitude might affect their behavior. Based on problem-based learning (PBL), an approach that engages learners in solving problems situated in their professional life, the PD workshop was designed to teach inservice teachers the use of a software tool, the Instructional Architect (IA), and the integration of online resources into instructional activities (or IA projects) intended for student use.; This study used mixed-method and mixed-model design features. A quantitative phase of research, consisting of a nonequivalent control group pretest-posttest design, was conducted to investigate the effects of the workshop on the participants' knowledge effects of the workshop. Meanwhile, a qualitative phase of research was employed to explore how the participants used online resources in practice and how their aptitude might moderate their behavior. Specifically, a case study was conducted by purposively selecting seven participants.; The quantitative phase of research, a repeated measures MANCOVA, indicated that the professional development workshop had a significant impact on improving the participants' knowledge and use (F = 5.18, p .05, ES = .25). On the other hand, a repeated measures MANCOVA indicated that aptitude was not a moderating factor in the impact of the workshop. Findings from the qualitative phase of research suggested that many participants adapted or improvised online resources when integrating them into IA projects. The case study of the qualitative phase of research revealed several themes related to how the selected participants implemented IA projects in classrooms. Interestingly, while different aptitude participants behaved similarly with regard to how they incorporated online resources and implemented IA projects, low aptitude participants appeared to have the most positive attitudes toward the workshop.
机译：这项研究的目的是调查与在线资源整合相关的专业发展（PD）研讨会对教师的知识和使用的影响。此外，本研究试图检验教师的才能是否是影响PD工作坊影响的调节因素。此外，它还探讨了教师如何在实践中使用在线资源，以及教师的才能如何影响他们的行为。基于问题学习（PBL）（一种使学习者参与解决其职业生活中的问题的方法），PD讲习班旨在教在职教师使用软件工具，教学架构师（IA）和集成将在线资源纳入旨在供学生使用的教学活动（或IA项目）中；本研究使用了混合方法和混合模型设计功能。进行了一个定量研究阶段，由一个不等价的对照组前测-后测设计组成，以研究研讨会对参与者知识研讨会的影响。同时，采用了定性研究阶段，以探索参与者如何在实践中使用在线资源，以及他们的才能如何调节他们的行为。具体而言，通过有选择地选择七个参与者进行了案例研究。量化阶段的研究（重复测量MANCOVA）表明，专业发展研讨会对提高参与者的知识和使用具有重大影响（F = 5.18，p <.05，ES = .25）。另一方面，MANCOVA的重复措施表明，才智不是研讨会影响的调节因素。定性研究的结果表明，许多参与者在将其整合到IA项目中时，对在线资源进行了改编或即兴化。定性研究阶段的案例研究揭示了与选定参与者如何在课堂上实施IA项目有关的几个主题。有趣的是，尽管不同能力的参与者在如何整合在线资源和实施IA项目方面表现出相似的行为，但低能力的参与者似乎对研讨会持最积极的态度。

著录项

  • 作者

    Mao, Xin.;

  • 作者单位

    Utah State University.;

  • 授予单位 Utah State University.;
  • 学科 Library Science.; Education Teacher Training.; Education Technology.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 165 p.
  • 总页数 165
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;教师;
  • 关键词

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