Page 12 - Innovative Professional Development Methods and Strategies for STEM Education
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Chapter 8
IntroducingEducationalTechnologyintotheHigherEducationEnvironment:AProfessional
DevelopmentFramework.................................................................................................................... 126
Linda Van Ryneveld, University of Pretoria, South Africa
Overthepastdecadeortwoadvancementsineducationaltechnologyhavetakenplacesoswiftlythat
itthreatenstorevolutionisetheeducationsystem.Thisphenomenaseemtodrivehighereducation
institutionstorespondwithcostlyrolloutplansthatbringstateoftheartcomputinghard-andsoftware,
togetherwithotherhighlyspecializededucationaltechnologies,totheircampuses.Thedilemmais
thattheseinvestmentsineducationaltechnologyareoftenmadeinisolation,withoutconsiderationfor
imperativeaspectssuchasprofessionaldevelopment.Toprogress,educatorsneedtoacquiretheskills,
knowledgeandattitudesnecessarytomakeoptimaluseofthetechnology.Thiscanbeachieved,among
other,bymeansofwell-structuredprofessionaldevelopmentprogrammes.Inthischaptertheauthor
explorestheroleofeducationaltechnologyinhighereducationandestablishestheneedforcapacity
buildingbymeansofcarefullydesignedprofessionaldevelopmentprogrammes.Itfurthermoresuggests
analternativeprofessionaldevelopmentframework.
Chapter 9
SupportingtheEnactmentofStandards-basedMathematicsPedagogies:TheCasesoftheCoDE-I
andAPLUSProjects........................................................................................................................... 137
Drew Polly, University of North Carolina at Charlotte, USA
Christie Martin, University of South Carolina at Columbia, USA
Chuang Wang, University of North Carolina at Charlotte, USA
Richard Lambert, University of North Carolina at Charlotte, USA
David Pugalee, University of North Carolina at Charlotte, USA
InorderforprofessionaldevelopmentintheSTEMfieldstobeeffective,teachersneedworthwhile
experiencestosimultaneouslydeveloptheirknowledgeofcontent,pedagogy,andunderstandingofhow
students’learnthecontent.Inthischapterweprovideanoverarchingframeworkoflearner-centered
professionaldevelopmentanddescribetheimplementationoftwomathematicsprofessionaldevelopment
projectsdesignedtosupportelementaryschoolteachers’mathematicsteaching.Wefollowourdescription
byhighlightingsomeofthefindingsfromourlineofprofessionaldevelopmentresearchandprovide
implicationsforthedesignoflearner-centeredprofessionaldevelopmentprogramsinmathematics.
Chapter 10
IdentifyingtheTargetNeedsofNon-NativeSubjectTeachersRelatedtotheUseofEnglishin
TheirProfessionalSettings:ACasefromNorthernIraq.................................................................... 149
Ece Zehir Topkaya, Çanakkale Onsekiz Mart University, Turkey
İbrahim Nişancı, Ishik University, Iraq
Thisstudyprimarilyexploresthetargetneedsofsubjectteachersfromvariousdisciplineswhoareall
non-nativespeakersofEnglishandenrolledinatrainingprogrampreparingthemtoteachtheirsubjects
inEnglish.Secondarily,itlooksintothekeystakeholders’evaluationoftheprogramtounderstandits
effectivenesstomeettheneedsoftheteachers.Forthefirstquestion,keystakeholderswereinterviewedto
identifytheneeds,wants,andlacksoftheteachersbasedonHutchinsonandWater’s(1987)needsanalysis
