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The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher's Professional Development: Another Digital Divide?
ARTICLE

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Journal of Science Education and Technology Volume 13, Number 4, ISSN 1059-0145

Abstract

The first year of a 5 year professional development project for elementary teachers in two mid-western states integrated a bridge of two distinctly different distance education networks (T-1 and fiber optics) to provide science professional development for elementary school teachers in rural communities. "Interactive television" (ITV), the title given to the distance component, consisted of a series of twenty-four, 2 h presentations by scientists and content specialists. It provided expansion to the science pedagogical content knowledge of the elementary teachers involved. Eighty-five teachers in 38 school districts from the two states completed individual surveys following the final ITV session. Analysis of variance of participants post-session survey scores yielded differences (p less than 0.05) on the subscales measuring perceived effectiveness of using distance education for professional development purposes and years of teaching experience. Teachers with over 20 years of classroom experience perceived the use of distance education technologies for science professional development to be more effective than teachers with 16-20 years of classroom experience. These results might suggest another digital divide.

Citation

Annetta, L.A. & Minogue, J. (2004). The Effect Teaching Experience Has on Perceived Effectiveness of Interactive Television as a Distance Education Model for Elementary School Science Teacher's Professional Development: Another Digital Divide?. Journal of Science Education and Technology, 13(4), 485-494. Retrieved May 21, 2019 from .

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