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Education Research International
Volume 2013 (2013), Article ID 243248, 11 pages
http://dx.doi.org/10.1155/2013/243248
Research Article

Teacher Design Using Online Learning Resources: A Comparative Case Study of Science and Mathematics Teachers

Department of Instructional Technology & Learning Sciences, Utah State University, Logan, UT 84322-2830, USA

Received 25 October 2012; Revised 29 January 2013; Accepted 8 February 2013

Academic Editor: Cathy H. Qi

Copyright © 2013 Mimi Recker et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Using a comparative case study design, this paper explores the impacts of a technology-related professional development (TTPD) design aimed at helping science and mathematics teachers design classroom activities using the wealth of resources available on the Internet. Using the lens of curricular adaption and the notion of teachers’ varying pedagogical design capacity, we analyzed the experiences of four teachers in terms of the kinds of instructional activities teachers designed, how these were supported with online resources, and teachers’ perceptions of impacts on student learning. Findings suggested that participants used a variety of personally relevant design strategies when applying TTPD concepts to their contexts. In particular, the teachers discussed how they tailored instruction to fit their students’ needs and interests, and how they incorporated instructional games, simulations, and interactive resources to enhance motivation and provide self-paced instruction.