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Related Experiment Video

Updated: Aug 24, 2025

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Author Spotlight: Enhancing Engineering Education via WebVR-Based Online Laboratories

Published on: February 23, 2024

Designing a remote professional development course to support teacher customization in science.

Sarah Bichler¹, Libby Gerard¹, Allison Bradford¹

¹University of California, Berkeley, USA.

Computers in Human Behavior

|October 26, 2022

Summary

This summary is machine-generated.

This study enhanced remote professional development (PD) for secondary science teachers during COVID-19. Technology innovations supported evidence-based instructional customization, improving interactive learning opportunities for students.

Keywords:

Customizing web-based curriculum Remote professional development Science learning Teacher noticing Technology

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Area of Science:

Educational Technology
Science Education

Background:

The COVID-19 pandemic necessitated a rapid shift to remote instruction for secondary school teachers.
Existing in-person professional development (PD) models required adaptation for remote delivery.

Purpose of the Study:

To design and implement a remote PD course for secondary science teachers transitioning to remote instruction.
To evaluate the impact of technology innovations on teachers' ability to customize instructional units.

Main Methods:

A remote PD course was developed with technology innovations, including a Curriculum Visualizer and Zoom breakout rooms for small group activities.
Rubrics were created using bottom-up methods and iterative refinement to code teachers' customization goals, plans, and actions.
Twenty-three science teachers from 12 schools participated in the study.

Main Results:

Teachers used reflections on student work and the Curriculum Visualizer to set and refine instructional customization goals.
Evidence-based and pedagogy-aligned customization decisions were made, enhancing interactive learning opportunities for students.
The study reinforced the C-b model by demonstrating technology's value in collaborative, interactive PD.

Conclusions:

Technology innovations can effectively support remote professional development for teachers.
Teachers can enhance instructional customization and student learning through evidence-based, technology-assisted planning.
Remote PD incorporating interactive, collaborative elements is crucial for effective teacher adaptation to new instructional modalities.