Bichler Sarah, Gerard Libby, Bradford Allison, Linn Marcia C
University of California, Berkeley, USA.
Comput Human Behav. 2021 Oct;123:106814. doi: 10.1016/j.chb.2021.106814. Epub 2021 Apr 21.
This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students' prior work on the unit. A Curriculum Visualizer makes the pedagogy of the unit visible and guides planning for customization. Carefully curated small group activities using Zoom breakout rooms ensure that each teacher could share their thoughts, ideas, and impressions with other teachers. Participants were 23 science teachers from 12 different schools in a western U.S. state. We developed rubrics to code customization goals, plans, and moves using bottom-up methods and iterative refinement. Reflections on student work and use of the Curriculum Visualizer enabled teachers to set and refine customization goals and make evidence-based and pedagogy-aligned customization decisions that enhanced the interactive learning opportunities for their students. Our results reinforce the C-b model proposed by Sailer et al. (this issue) by illustrating the value of using technology to support collaborative, interactive PD activities.
本研究报告了一门针对在新冠疫情期间转向远程教学的中学教师的远程专业发展（PD）课程的设计、实施及影响。我们设计了技术创新措施，以强化此前成功的面授课程。这些创新措施支持教师根据学生先前在该单元的学习情况所提供的证据来设定和修订目标，从而定制一个教学单元。课程可视化工具使单元教学法可见，并指导定制计划。使用Zoom分组讨论室精心策划的小组活动确保每位教师都能与其他教师分享自己的想法、观点和感受。参与者是美国西部一个州12所不同学校的23名科学教师。我们采用自下而上的方法和反复完善的方式，制定了用于对定制目标、计划和行动进行编码的评分标准。对学生作业的反思以及课程可视化工具的使用，使教师能够设定和完善定制目标，并做出基于证据且符合教学法的定制决策，从而增加了学生的互动学习机会。我们的研究结果通过说明利用技术支持协作性、互动性专业发展活动的价值，强化了Sailer等人（本期）提出的C-b模型。
