Norbert netmeeting

The teachers also reflected upon their teaching practices, such as how they managed technology in their classroom, and how the technology worked for their students.In one case, a shift was seen in teacher viewpoint about relationships with students.In order to educate teachers to provide exemplary science teaching, the American Association for the Advancement of Science, the National Science Teachers Association and the National Research Council have suggested that quality elementary science methods instruction should include a number of characteristics.These include the integration of science learning with other content areas such as mathematics, language arts, and social studies; emphasis on hands-on/minds-on instruction; application of instruction over a broad range of science content and science process areas; applications of pedagogical issues such as cognitive theory research and equity concerns; and implementation of aspects of educational reform such as alternative assessment and inquiry-based/constructivist learning (NRC 1996).The three elementary science methods course instructors who participated in the first year of this collaborative project have explored strategies for sharing instruction and resources while adapting the available technologies to the specific needs of elementary science methods course instruction.The application of modern digital educational technologies in instruction in college and university education programs has been the focus of research during the past decade.At the time, all three were doctoral candidates in their final year or two of graduate studies.Planning for the TEACH project began in the summer of 1998, and plans were implemented in the spring of 1999.

Course enrollments at the three institutions ranged from 15 students in Maryland to 30 students in Wisconsin.According to Tyack and Cuban (1995), "Reforms should be designed to be hybridized, adapted by educators working together to take advantage of their knowledge of their own diverse students and communities and supporting each other in new ways of teaching" p. It was with this spirit, that Beth Klein, Juanita Jo Matkins, and Starlin Weaver designed and implemented the TEACH project.Excellence in elementary science teaching requires teachers that have a strong self-confidence in their ability to learn and teach science processes and content in an inquiry-based manner (Penick 1983).The instructors viewed the collaboration as an opportunity to exhibit the different skills and background of the three faculty members to the advantage of students at all three schools.The idea of a methodology course collaboration among the three TEACH faculty members came out of conversations about the institutional isolation of faculty and students.

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