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Effects of Hypermedia-Infused Professional Development on Attitudes Toward Teaching Science- Annotated Bibliography

Hartshorne, R. (2008). Effects of hypermedia-infused professional development on

attitudes toward teaching science. Journal of Educational Computing Research, 38(3),

333-351.

Fifty-seven science teachers in Florida were randomly assigned to three groups. Group one received traditional professional development, group two received professional development that included the use of hypermedia, and group three received no professional development.  A pre-test and a post-test were administered to all three groups of teachers. The focus of the test was to determine the teacher’s attitude toward teaching science. Results showed that the group that used hypermedia in their professional development courses had a more positive attitude toward teaching science after participating in the program than either of the other two groups.

The focus of this study was narrow, only looking at how attitudes changed or did not change after the professional development was completed. The group of teachers who participated in the study was diverse. Hartshorne explained the process he went through to ensure the study was valid in a clear and concise way allowing the reader to understand why certain decisions in research methodology were made.

This article is a good starting point for looking at technology-infused professional development especially when looking at it through the lens of how it can change teacher attitudes. Working with adults to learn new skills or draw new connections can often be boring when presented in the traditional teacher-centered style. This article provides a study that demonstrates one way to engage adult learners who need to learn a new skill through a professional development program.