Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers' understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD)…

This study focuses on how preservice science teachers integrated educational technology into secondary science instruction during student teaching. Data includes interviews, classroom observations, lesson plans and artifacts, and surveys. The results revealed that preservice science teacher participants had the capacity, intent and opportunity to…

Describes the development of Casebook of Project Practices (CaPPs) to help teachers learn a constructivist approach to science teaching--project-based science. Presents a study using CaPPs in a teacher development institute. Implications concern backgrounds teachers bring to the use of multimedia and how these backgrounds influence how they use…

Describes how two middle school science teachers approached the integration of interactive videodisc into their science teaching and curriculum. (Author/MKR)

Examined (n=36) teachers' perceptions and use of interactive videodiscs (IVD) in the teaching of science. Perceptions tended to be positive. Major barriers to IVD usage were limited equipment availability and lack of time to develop and implement IVD-based lessons. (Author/MKR)

Studied the effectiveness of having science methods students design their own multimedia programs and then use those programs during a field-based teaching experience. Findings suggested that multimedia can be used effectively in preservice teacher education as a vehicle in content and methodology instruction. (Author/MKR)