The Impact of Technology-Focused Science Professional Development on Science Teachers' Learning and Practice

The case study aims to determine the impact and perceptions of professional development for science teachers that integrates technology into science educators' learning and practice. In this qualitative research study, observations were conducted at two professional development sessions for middle and high school science teachers in a suburban school district in the Intermountain West. Interviews were conducted with six teachers via the Internet. Results showed teachers use technology in teaching science that they have learned through professional development but need further improvement for more clear results. This study is significant because it highlights the importance of integrating technology into professional development programs for science teachers and its impact on science teachers' learning and the teaching process. Technology is essential in teaching science curricula, and teachers need to learn constantly to develop their teaching and technology skills.

Running head: SCIENCE TEACHERS LEARNING AND PRACTICE The Impact of Technology-Focused Science Professional Development on Science Teachers’ Learning and Practice Nashmiah Alfuraydi Westminster College A thesis submitted in partial fulfillment of the requirement for the degree of Master of Education Westminster College Salt Lake City, Utah May 2022 SCIENCE TEACHERS LEARNING AND PRACTICE Abstract The case study aims to determine the impact and perceptions of professional development for science teachers that integrates technology into science educators’ learning and practice. In this qualitative research study, observations were conducted at two professional development sessions for middle and high school science teachers in a suburban school district in the Intermountain West. Interviews were conducted with six teachers via the Internet. Results showed teachers use technology in teaching science that they have learned through professional development but need further improvement for more clear results. This study is significant because it highlights the importance of integrating technology into professional development programs for science teachers and its impact on science teachers' learning and the teaching process. Technology is essential in teaching science curricula, and teachers need to learn constantly to develop their teaching and technology skills. Keywords: Science teacher, professional development, learning, practice, technology. SCIENCE TEACHERS LEARNING AND PRACTICE Dedication I am dedicating my thesis to my beautiful family, a symbol of love and giving. To my dear father, who has been a good supporter of me from the beginning of my studies until this moment, and my beloved mother, who encouraged me and whose prayers always surrounded me. To my husband who has been a constant source of support and encouragement during my journey of struggle and success. I am very grateful to have you in my life. To my little daughter Renad, you are the reason behind all my happiness; I pray that your life is always healthy and successful. Also, I dedicate this thesis to my brothers and sisters, who have supported me throughout my education. I hope I have made you proud. SCIENCE TEACHERS LEARNING AND PRACTICE Acknowledgements I would like to thank my advisor, Professor. Peggy Cain, for all your advice and assistance during my Master's. I would also like to thank my advisors, Dr. Anneliese Cannon, and Shelley Erickson, for their constant guidance and support. They have made me excited about my research with their suggestions and comments. Also, I would like to offer my special thanks to my parents, husband, brothers, and sisters for their support and encouragement throughout my studies. Lastly, I would like to extend my sincere thanks to the participants who volunteered and participated in my research. SCIENCE TEACHERS LEARNING AND PRACTICE Table of Contents Chapter I: Introduction .................................................................................................................... 1 Statement of Topic ...................................................................................................................... 2 Potential Significance ................................................................................................................. 3 Theoretical Framework ............................................................................................................... 3 Limitations .................................................................................................................................. 4 Researcher statement .................................................................................................................. 4 Chapter II: Literature Review ......................................................................................................... 7 Introduction ................................................................................................................................. 7 The Impact of Different Kinds of Professional Development Opportunities on Science Teachers' Learning and Practices ................................................................................................ 8 Science Teachers Application of Technology in the Classroom .............................................. 10 Teacher Perspectives on Professional Development ................................................................ 11 Theoretical Framework ............................................................................................................. 13 Summary ................................................................................................................................... 14 Chapter III: Methods ..................................................................................................................... 16 Methodological Approach and Rationale ................................................................................. 16 Setting and Participants............................................................................................................. 17 Data Collection ......................................................................................................................... 18 Data Analysis ............................................................................................................................ 19 Validity and Trustworthiness .................................................................................................... 20 Ethical Considerations .............................................................................................................. 20 Chapter IV..................................................................................................................................... 22 Introduction ............................................................................................................................... 22 Technology Integration ............................................................................................................. 22 Community of Practice in Professional Development .............................................................. 28 Practice and Implementation..................................................................................................... 31 The Professional Development and Self-confidence in Teaching ............................................ 32 Teachers' Criticisms of Professional Development .................................................................. 34 Chapter V: Conclusion.................................................................................................................. 37 Introduction ............................................................................................................................... 37 Summary of Findings................................................................................................................ 37 Recommendations ..................................................................................................................... 39 SCIENCE TEACHERS LEARNING AND PRACTICE Implications for Future Research .............................................................................................. 41 Conclusion ................................................................................................................................ 41 References ..................................................................................................................................... 43 Appendix A: Observation Protocol............................................................................................... 48 Appendix B: Interview Protocol .................................................................................................. 50 Appendix C: IRB approval ........................................................................................................... 51 Appendix D: NIH Certificate ....................................................................................................... 52 Appendix E: Consent Form for Adults ......................................................................................... 53 SCIENCE TEACHERS LEARNING AND PRACTICE Chapter I: Introduction I was a bachelor student majoring in biology at a University of Education in Saudi Arabia. During my final years at university, I had to do an internship in a middle school. On the first day of the internship, I was excited to see how the teachers led their packed classes. On the first day, my colleagues and I had to sit in the back as observers. I watched how the teacher presented and explained the lesson and how students would interact with her. The teacher explained some information and important points for the lesson by writing on the whiteboard; obviously, the students were just listening. The lesson was about volcanoes and the parts of a volcano, and she tried to draw and simplify the information on the board. The teacher asked the students whether they understood the lesson or not, and the students nodded yes. There was an activity about questions about the lesson. Time passed slowly, and I got bored. On my way home, I thought, what if the teacher showed a simplified video clip of volcanoes, which would have made it easier for the students to receive information? Then I realized the importance of teachers' learning, and that their learning does not stop when they get the job. I also thought that we as educators must continue learning and developing ourselves due to the constant changes in curricula, and teaching methods and the rapid development of technology. Professional development can allow teachers to learn technical skills and strategies to support teaching and student learning goals (Sanchez & Nichols, 2003). Through my studies at Westminster College, I have realized the importance of professional development for science teachers to learn to use and master technology, in order help teachers create lesson plans and facilitate learning. Also, integrating technology into science instruction could help students to improve their class participation, and, as a result, improve educational outcomes. 1 SCIENCE TEACHERS LEARNING AND PRACTICE Statement of Topic Science teachers learn and acquire skills during their university years. While they teach in the classroom, they need to keep abreast of changes and hone their skills. Therefore, science teachers should continue to develop professionally even after they graduate from the university and work in classrooms, particularly since the content of science constantly changes. Several studies show that professional development interventions positively affect the quality of teachers in terms of their knowledge and competence in teaching (Gaikhorst et al., 2017). Further, science teachers need continuous professional development courses. and specific short courses that cover their needs Professional development (PD) is significant for new and experienced teachers to expand their knowledge and introduce them to technological resources that facilitate their knowledge acquisition. My research focused on the professional development of secondary teachers in the technology area. Also, it focuses on the impact of learning to use technology, applications, and modern technologies on teachers' practice in science classes. I am interested in researching the impact of professional development that encourages the integration of technology on teachers' practice, especially science teachers, and the role that technology plays. I observed one of the training courses and interviewed teachers to know their views and perceptions about the use of technology in teaching. My study focused on answering the following questions: 1. How does professional development that focuses on integrating technology affect science teachers' learning? 2. How does professional development affect teachers' ability to practice what they have learned in their classrooms? 3. How does the professional development of teachers improve in teachers' perspectives? 2 SCIENCE TEACHERS LEARNING AND PRACTICE Potential Significance My study is significant because it seeks to understand the importance of incorporating technology into teacher professional development programs and its impact on science teachers' learning and teaching process. When teachers in training begin to integrate technology into their teaching, this leads to increased awareness and understanding, and thus increased student participation (Mitchem et al., 2003). Technology is essential to the learner and the teacher alike. Therefore, schools should be interested in training their teachers to use modern technologies. Çetin's research (2016) aimed to examine the level of computer use and how professional development affects science teachers' opinions regarding using computers in the classroom. This research is close to mine in that they all focus on teachers' perspectives on professional development. However, my study is distinct and new because it focused on the effectiveness of professional development that encourages incorporating technology into the science classroom and its impact on teacher learning and practice. Theoretical Framework In this research study, the theoretical framework that I used was andragogy, a constructivist approach to learning that involves facilitating adults to draw on their experiences and create new learning based on their past experiences (Cox, 2015). The study aimed to determine the impact of professional development that focuses on integrating technology in the science classroom, specifically on teacher learning. Andragogy is consistent with my studies because I believe that professional development can affect teacher learning positively. Therefore, teachers can learn by gaining knowledge and experience when they engage in professional development. Andragogy believes that adults can manage aspects of their lives to guide, help, and plan their learning process (Merriam, 2001). Teachers are concerned about learning because 3 SCIENCE TEACHERS LEARNING AND PRACTICE they need content that focuses on their need to learn techniques and technology to facilitate teaching. Another theory that aligns with my studies is the experiential learning theory. It is simplified learning by experience. Also, “constitutes experiential learning is the relationship between three main components: experience, reflection based on prior knowledge, and learned experience as a result” (Kuk & Holst, 2018, p. 151). Teachers learn by participating in professional development activities with other teachers and experienced trainers, and imparting what they have learned in their classrooms. Old methods of professional development that relied on imparting information and receiving feedback from trainers do not focus on the needs of teachers. Limitations The limitation of the study was the small sample size, so the results may not be generalizable. I observed teachers learning in a professional development course and then I interviewed six teachers by Zoom. This study did not seek to address shortcomings in professional development but rather to determine how teaching using technology affects teachers. The results of this study did not predict long-term effects because the time for data collection was short. I only know the impact of training courses that are concerned with integrating technology in teaching on teachers after they join, which weakened the results. Also, results may differ depending on the teacher's experience. Researcher statement I graduated from one of the Universities of Education in Saudi Arabia as a biology teacher and received a one-year training that prepared me to teach in middle and high school. I learned English in an English language institute at the University of Utah. In level eight at the 4 SCIENCE TEACHERS LEARNING AND PRACTICE English Language Institute (an advanced level), I wrote a research paper on selective mutism in children, and it was my first experience writing a research paper. It was an excellent experience, but I had some difficulties searching for relevant sources. Also, I learned how to search for information and how to write research and collect data through a survey. Currently, I am a graduate student at Westminster College in a Master of Education. The MED program has shaped me as a learner. I have learned a lot about adult learning and the sociocultural contexts of learning. In addition, I got helpful information from a course on Introduction to Research Methods. My experiences writing research papers and participating in research methods have made me believe, I consider myself a researcher of descriptive interpretivism. Interpretive research attempts to understand the social world from the perspective of individual experience (Rossman & Rallis, 2016). When I collected the data, I observed teachers, and I listened to their experiences and perceptions. Second, my research project on the effectiveness of teacher professional development focused on integrating technology in science classrooms and its impact on teachers' ability to apply what they have learned in the school and its effect on students. I am interested in this topic because I believe in continuous learning for science teachers and that professional development is essential to a successful career. Also, there are other reasons, such as science curricula change with the development of science, teaching methods and techniques are constantly being updated, so teachers need to improve their teaching skills and experience. In this research, I wanted to know the teachers’ opinions about professional development and its impact on the educational process. This research helped me understand the courses offered to science teachers and how to use technology in teaching and facilitate learning. 5 SCIENCE TEACHERS LEARNING AND PRACTICE Third, my research paradigm aligns with connectivism which is a learning theory that explains how communication via the internet and modern technologies creates an opportunity to learn and exchange information easily. Educators have the ability to direct and support students via email. Additionally, they can utilize YouTube and other online programs to search for information (Siemens, 2005) and (Downes, 2010). Educators can search for articles and resources to support lessons. Also, teachers can use some websites and applications that make it easier for them to create lesson plans and choose appropriate activities so that they have time to discuss students and monitor their learning. In the next chapter, I outlined the literature that makes up my topic. Next, I discussed my research methods and then the results of the study. Finally, I offered a conclusion on the implications and limitations of this research. 6 SCIENCE TEACHERS LEARNING AND PRACTICE Chapter II: Literature Review Introduction Professional development can be successful when it addresses teachers' specific needs in their own classroom. Through participating in professional development teachers often gain new knowledge that can be applied directly in their classrooms. Professional development for teachers improves the quality of teachers by providing them with training sessions that suit their specific needs and are available to them at any time (O’Dwyer & Bebell, 2009). Professional development is considered important for teachers to keep pace with changes in student performance standards at the state level, learn about new teaching methods in the areas of content, and benefit from modern technologies for teaching and learning (Lawless & Pellegrino, 2007). Professional development for teachers that focuses on integrating technology using computers and iPads is not new. Further, providing in-service teachers with technology-assisted training improves educational opportunities for students and addresses the shortage of qualified teachers (O’Dwyer & Bebell, 2009). “Technology integration is the incorporation of technology resources and technology-based practices into the daily routines, work, and management of schools” (Lawless& Pellegrino, 2007, p.577). Technology can be an important tool in the classroom, but most teachers are ill-equipped to use it (Barbour et al., 2017). Teachers always need continuous professional learning to keep pace with developments to perform their educational work (Shulman, 1986, 1987 as cited in Qablan, 2019). Teachers can act as agents of technological change within the school and their classrooms (Pedretti et al., 1999). This chapter discusses the existing literature regarding the impact of professional development for science teachers integrating technology in the classroom on teacher learning, 7 SCIENCE TEACHERS LEARNING AND PRACTICE thus on the application of technology in the classroom, teachers' views on professional development, and the theoretical frameworks that apply to professional development for teachers and its importance in teacher learning are andragogy and experiential learning. The Impact of Different Kinds of Professional Development Opportunities on Science Teachers' Learning and Practices In researching the literature on the topic of science teachers and professional development, I identified a group of literature that discusses different types of professional development for educators, including long-term training courses, summer institutes, and collaborative projects, and they all affect teacher learning and practices. Long-term professional development has been very effective in terms of increasing teachers' technology skills and selfassessment skills (Brinkerhoff, 2006). Time and duration of professional development are important to develop teachers' self-efficacy. Brinkerhoff (2006) found that the development of computer self-efficacy increased significantly at the end of the course, but this requires time and work on various projects individually or in groups. Barbour et al. (2017) that the Academy's long-term professional development schedule was important to support the change in teachers' feelings toward technology. While the length or duration of a teacher's involvement in professional development appears to influence teacher learning, the participation of in-service teachers in workshops providing technology-enhanced lesson implementation activities has also been identified to be successful and to help teacher have the opportunity to exchange experiences on teaching methods and content. Also, research demonstrates that teachers can learn new concepts about technology integration from their peers (Kafyulilo et al., 2016). Professional development enhances teacher learning through collaborative work, discussion, and hands-on training. 8 SCIENCE TEACHERS LEARNING AND PRACTICE While long-term science professional development can be useful, other researchers look at the impact of summer institutes on teachers' practices. Nugent et al. (2016) conducted a randomized study among a group of science teachers for middle and high school. Participants were of both male and female and had different amounts of teaching experience. The objective of the study was to understand the effect of the Summer Institute on the science teachers practice knowledge, skills, self-efficacy, and beliefs. The authors found that summer institutes provide teachers with knowledge and increase teachers' confidence in science teaching. Technology is effective in supporting learning and teaching and allows building individual and collective knowledge among teachers (Higgins& Spitulnik, 2008). Teachers believe that technology helps them complete professional and personal tasks, but they are always reluctant to incorporate it into the classroom due to lack of knowledge (Lawless& Pellegrino, 2007; Campbell et al., 2015). Pedretti et al. (1999) utilizes the Technology Enhanced Secondary Science Instruction (TESSI) collaborative project between researchers and educators to introduce technology in science classrooms. The researchers conducted field visits and conducted interviews with teachers and students. They found that the professional development experience changed teachers' and students' views of teaching and learning in high school science classes. They added that teachers' professional growth was gradual, planned, and adaptable to their teaching practices. This development was due to the strong cooperation between teachers and coaches and the help of the colleagues to implement educational technologies (Pedretti et al., 1999). Qablan (2019) emphasized that teachers benefited from the support of their colleagues and trainers when participating in the interactive workshops. In their review of the literature about technology integration and professional development, Lawless and Pellegrini (2007) found that the impact of professional development on teachers can be measured by changing their educational practices 9 SCIENCE TEACHERS LEARNING AND PRACTICE that reflects their knowledge of educational content by observing the teacher's classroom practices. It has been found that lesson plans scored higher after training and through technology integration. So, monitoring other teachers in the classroom helps improve teachers' practices. In summary, this body of literature shows different types of professional development programs such as long-term courses, summer courses and collaborative projects that have had a positive impact on science teachers' learning, improved their self-efficacy and confidence in their use of technology, but there were no studies on the effect of short-term professional development that integrates technology into science classes on teachers. Science Teachers Application of Technology in the Classroom Another category of research discusses teachers' uses of technology in the classroom. Two studies looked at the use of portable devices such as the iPad and tablet in classrooms by science teachers from kindergarten through twelfth grade. Teachers use iPads or tablets to explore and research the functionality of applications and resources to find ways to improve classroom and lesson planning (Barbour et al., 2017). There was no consensus on the use of iPads in classroom management due to the lack of Wi-Fi, access, and support in the classroom (Barbour et al., 2017). The use of the iPad for classroom management may be useful, but this was not demonstrated in this study due to poor access. Teachers often choose to integrate computers into the classroom to enhance student success, often through the use of individual or group practices, searching for topics, creating presentations, YouTube, educational programs, and games (Williams, 2021). Brinkerhoff (2006) noted that teachers indicated that their experience in the professional development program were positive towards the integration of technology as it became an essential component of educational planning. One teacher said, “When I come up with a project or idea for the 10 SCIENCE TEACHERS LEARNING AND PRACTICE classroom, I'm trying to automatically see how I can fit technology into it” (p.36). This idea illustrates some positive attitudes of teachers about integrating technology and using technology to create classroom activities that make their lives easier and enhance creativity in teachers. Kafyulilo et al. (2016) conducted the study among a group of chemistry, physics and biology teachers who were all computer literate. Each team had to collaborate and design a technology-enhanced lesson and teach it. Several tools were used to collect data from questionnaires, interviews, reflection, and observation. There was a difference in technology use and teacher practices in lesson design before and after the professional development. Teachers have a good knowledge of the basics of technology and pedagogy prior to service. Also, the activities included in professional development programs increased their knowledge about integrating technology into teaching. This group of studies shows the benefits of using technology from iPads and computers by teachers in teaching, planning, and designing lessons. It also raises questions about new ways to integrate technology into teaching in science classes. Teacher Perspectives on Professional Development Teachers' opinions and perspectives on professional development are important as they help improve the quality of courses, curricula, and activities offered; therefore, this group of research was essential as I also examine questions about the effectiveness of professional development for secondary science teachers in my own research. In one study, Bayar (2014) conducted research in 18 schools and asked teachers to report the number of professional development activities they participated in during the year and their opinion on the meaning of professional development and the components of effective development based on previous experience. From the interviews, researchers found that teachers define any professional development activity as effective when it addresses teacher's needs. However, some teachers 11 SCIENCE TEACHERS LEARNING AND PRACTICE complained about their lack of input into planning activities and topics and argued that they should have a role in designing professional development activities. Bayar’s study shows after analyzing the data, teachers are able to identify effective professional development activities based on teachers' needs and provided for a long time (Bayar, 2014). Another study focused the teachers' views after joining professional development. Qablan et al. (2015) identified the science teachers' perspectives and suggestions at Continuing Professional Development CPD, 25% of teachers suggest using electronic communication with teachers. About 46% of the participants suggested the need to design special training materials, to deal with the content of science curricula. 64% of teachers did not implement what they learned from the training into their classrooms. Professional development activities are often of low quality (Bayar, 2014; Qablan et al., 2015). Communicating with teachers and listening to their feedback about professional development benefits teacher learning and practice in the classroom. Canaran & Mirici (2019) found that effective professional development programs are those that respect teachers as individuals and consider their ideas and decisions. Teachers can then share individual experience and knowledge with other teachers and share their concerns and problems through collaborative professional development practices such as peer observation and visiting other institutions. Canaran & Mirici (2019) Emphasize that teachers need an opportunity to experience learning with others, allowing teachers to observe other teachers and share their experiences. To summarize, the previous studies emphasized the importance of teachers' opinions and ideas in improving the quality of professional development provided. Hence, listening to teachers and incorporating their feedback positively benefits teachers' learning and practices. These studies do not necessarily address teachers’ perspectives about technology- 12 SCIENCE TEACHERS LEARNING AND PRACTICE integrated professional development, nor do they directly address teachers’ suggestions for improving theirs. Professional development. However, these studies help me understand the impact and effectiveness of the integration of technology on teachers’ professional work. Theoretical Framework Empirical literature is important to me as I seek answers about the effectiveness of professional development. Theories also guide me as I conduct this work. The first theoretical idea that aligns with my studies is andragogy. Andragogy is defined by Knowles et al. (2015) as the practices, methods, and processes for adult education (Knowles et al., 2015). There are five assumptions of andragogy that the adult learner as a person (1) has an independent self-concept, can direct his own learning, (2) has a repertoire of life experiences that is a rich source of learning, (3) has learning needs closely related to changing social roles, and (4) is problemcentered, concerned with the immediate application of knowledge, and (5) is motivated to learn from within rather than factors external (Knowles, 1980). Andragogy theory applies to my research question to see the impact of professional development on the learning and practice of science teachers. Teachers are adult learners who can determine the way they learn. Everyone has their own way of acquiring new knowledge and skills to become better. Effective professional development helps teachers to overcome all the obstacles they face and keep them up to date with modern technology. As adult learners, teachers often benefit from becoming lifelong learners to keep up with their students and changes in teaching methods and technology. Morales (2016) notes that adult learning needs to focus on the process and concepts where strategies such as reflections and selfassessment are useful in connection with development processes. In his literature review of Professional development, he found that training teachers with professional development 13 SCIENCE TEACHERS LEARNING AND PRACTICE programs in different ways before service and during service improves the quality of teachers (Morales, 2016). A second theory in my framework that aligns with my studies is the idea of experiential learning. Kuk & Holst (2018) emphasized the importance of linking experience to education because it is part of adult learning. There are two useful principles: First, a principle of continuity, meaning that valuable experience must be related to past experience and have consequences for future experience. Second, the principle of interaction, which means that the valuable experience is linked to the interaction between the individual and his environment (Dewey, 1938). Experiential learning is a critical concept to understanding my research question because, in order for their learning to be effective, it needs to be the Professional Development Programs include some activities designed for science teachers that meet their personal and Profession needs. Through this, we will know the opinions and perceptions of teachers after attending the professional development. Summary In most of the studies reviewed, there was a clear impact of professional development on teachers, especially science teachers, in most studies. I found that professional development in its various forms affected teachers' skills in technology. There was an effect on me personally. I was inspired to design professional development for science teachers because I see the importance of teachers having access to information and resources to practice in order to facilitate their application in their classrooms. Professional development enhances self-efficacy, beliefs, and self-confidence. Professional development sessions that encourage teachers to work collaboratively This helps teachers improve their learning through discussions with other teachers and sharing experiences and problems they encounter in the classroom. 14 SCIENCE TEACHERS LEARNING AND PRACTICE On the other hand, the uses of technology in the classroom differed after professional development. Some teachers have had positive experiences with incorporating technology into the classroom, using it in preparing lessons, creating presentations, and searching for resources and information. My review of the literature has also demonstrated that teachers' opinions and perspectives are important for improving the quality of professional development. Professional development has been beneficial for some teachers, but there are complaints about the design of educational activities for workshops when teachers aren’t consulted about the material being taught. Each of the studies that looked at it addressed professional development, technology, and teacher perceptions of professional development. My study aims to make a unique contribution because I will investigate the impact of short-term professional development programs on teacher learning by collaborating with other teachers and sharing experiences on integrating technology into the science classroom. Because teachers' opinions are important, I'd like to know teachers' suggestions about improving professional development. Lastly, two theories that align with my research are the Andragogy framework, which outlines practices and methods for adult education. Another theory is experiential learning, which considers experience to be part of adult learning. In the next chapter, I turn my attention to methods. I will use different methods for collecting qualitative data, namely, in-depth interviews and observations. Also, I will discuss rationale, data analysis, validity, and trustworthiness, as well as ethical considerations. 15 SCIENCE TEACHERS LEARNING AND PRACTICE Chapter III: Methods The purpose of my research project was to investigate the impact of teacher professional development that focuses on integrating technology into middle and high school science classes; teachers’ opinions about the workshops offered by the Professional Development Program; and how teachers implement what they learned in their Professional Development into their classrooms. First, I described my research approach and the rationale behind my study design. I explained the setting, the participants, and the methods of data collection and analysis, after which I outlined the ethical considerations, I should focus on and decide on credibility and trustworthiness. Methodological Approach and Rationale The primary goal of qualitative research was to learn and answer questions through data collection and information acquisition and use (Rossman & Rallis, 2016). I used qualitative research to investigate the effectiveness of professional development, for science teachers and the impact of technology use in teaching, in improving teacher practices. Rossman and Rallis (2016) state that “qualitative researchers are learners (p. 4),” and qualitative inquiry provides details and data for the learning process. Action research aligns with my research project because I would like to apply what I learn about effective professional development to my own design of professional development in the future when I go back to Saudi Arabia to work in the field of education. While the principles of action research are helpful, this study was a case study of science teachers participating in professional development. A case study is defined as understanding the phenomenon through careful examination of the situation, which is comprehensive, in-depth, and detailed for specific event, group or individual (Rossman & Rallis, 2016). 16 SCIENCE TEACHERS LEARNING AND PRACTICE Setting and Participants The school district is located in a large suburban school district in the Intermountain West. These schools educate students from kindergarten to grade 12. The school district provides quality education and diverse opportunities for students at all levels such as science, technology, engineering, mathematics, music, art, and physical education. Also, the school district provides ample opportunities for professional development to encourage learning and the application of new knowledge and skills. Educators can enroll in various courses throughout the year while they work. In the data collection stage, I invited 6 science teachers to participate in interviews about professional development sessions they attended, which I also attended as an observer. My aim in these interviews was to find out how much the focal teachers benefited from professional development, its impact on their personal and professional learning, and whether the workshops have helped them use technology to facilitate science teaching. During the professional development sessions, I attended two sessions that the district science department ran. I was supposed to attend professional development sessions focused on integrating technology, but this specific course was not available at the time. So, I attended PD where the topic was about the standards, writing curriculums that matched the new standards, and reviewing assessments. I introduced myself and the purpose of my study and invited teachers to participate. Then I interviewed 6 volunteers and I had no selection criteria beyond the teachers’ willingness to participate. The participants were six females. 1Sara is a physics teacher and teaches grades 10, 11, and 12. Sophia is a physics, AP, physics, and astronomy teacher. She teaches 10th through 12th graders; all her classes are mixed. Amelia is a physics. She teaches high school a mix of 1 All names and places are identified by pseudonym to protect confidentiality. 17 SCIENCE TEACHERS LEARNING AND PRACTICE 10th, 11th, and 12th-grade students. Mary teaches eighth-grade integrated science and has been teaching it for 18 years, same grade level. Emma teaches eighth-grade science, and she teaches biology to the ninth graders. Emma has three years of teaching experience. Jessica is a high school earth science teacher and taught nine through 12 grades. For the last 13 years, she has taught just ninth-grade earth science. Race did not influence data collection, but perhaps gender affected participation in interviews. All the participants were female teachers who were very cooperative as they accepted participation in interviews and were very enthusiastic about the research topic. On the other hand, there was no participation of male teachers even though they were also in attendance at the PD’s I observed. Data Collection In this study, when collecting data for the research, researchers are often concerned with the time required and the need for accuracy (Sagor & Williams, 2017). I collected data from February to March. My two main methods of data collection consisted of in-depth interviews and observation 2 sessions. These methods allowed me to gather rich information about the impact of professional development on teachers' learning and application of technology in their classrooms and their views on its effectiveness. Initially, I used observation as a method for collecting qualitative data by being an observer at the professional development session where I looked at the interactions and engagement with the learning (See Appendix A). I was a passive observer and wrote field notes during and after the session. Furthermore, I did not control and manipulate the variables that were observed and took objective notes based on the observation protocol that helped me see the behavior and interaction of the teachers in the sessions. Observing entails the regular notation and recording of events and actions (Rossman & Rallis, 2016). 18 SCIENCE TEACHERS LEARNING AND PRACTICE Second, I conducted 6 in-depth, semi-structured interviews with teachers who had attended the sessions. These interviews took place via Zoom at a convenient time for both parties due to Covid-19 and the lack of teachers' time. Also, the participants were aware that their participation is completely voluntary. At the beginning of the interview, I obtained informed consent, reminding the participants that they do not have to answer any questions they do not want and that they could end the interview at any time. I asked participants about their experiences with professional development and integrating technology into science education. There were about twelve questions for the interviews in the interview protocol (See Appendix B). I asked open-ended questions so the data I collected was rich and useful. Interview questions focused on teachers' experiences in professional development, what they had learned and how they were incorporating technology into their science classes. Interviews were approximately half an hour to forty-five minutes per participant. As per the consent form, I recorded the interviews. Data Analysis I transcribed the recorded interview immediately after the interview. By transcribing the interview, I gained added insight into the participants’ words. All interview and field note data were coded and analyzed using emergent coding (Saldaña, 2009). Through this coding process, I was able to identify categories and themes that were raised from the data and ensured that the assertions I made were fully warranted. After transcribed the interviews and taking field notes, I analyzed the data looking for codes and categories. I synthesized and interpreted the data into themes that provide answers to the research questions set forth. I did this process throughout data collection to ensure that I was constantly analyzing. In the beginning, the data was encoded as learning with others, helping teachers, and cooperation, categorized under the category, 19 SCIENCE TEACHERS LEARNING AND PRACTICE Communication with others. As the analysis continued, a significant theme appeared, called Community of Practice. Validity and Trustworthiness To ensure the validity and credibility of my research, I used triangulation, which is the use of different methods of data collection to ensure that the research results are rich and comprehensive (Sagor& Williams, 2017). Therefore, I collected data using observations and indepth interviews. Also, to ensure the validity of my qualitative research, I cooperated with my critical friends, who read my research on a regular basis. This helped me test my hypotheses with other people and further help me analyze them in a rigorous manner. During my observations, although brief, I built rapport with the participants and build confidence, so that was able to explain their answers. Finally, forming relationships helped increase the credibility of the research. Ethical Considerations Ethical considerations are the most important part of the research. There was minimal risk in this study; However, I used methods to minimize any potential risks and inconveniences. I received IRB approval to conduct the study (See Appendix C) and had the appropriate preparation in conducting ethical research through completing an NIH course (See Appendix D) I gave afformed consent forms to each participant (See Appendix E) and described the participation guidelines for the research as described above (the purpose of conducting this research and the right to opt out at any time). I did not disclose the study participants' names or any other identifiable information, and I used pseudonyms to ensure that the study participants would not be identified. The importance of maintaining confidentiality of research participants will allow the presentation of the data to be more honest and truthful. All data that I collected 20 SCIENCE TEACHERS LEARNING AND PRACTICE during the study from notes and audio recordings of teacher interviews I were kept confidential. I used an iPhone and a password-protected computer. Files and documents were protected and stored in dual password-protected systems. This research did not involve physical risks of any kind to the participants. However, teachers are facing unprecedented pressure from the epidemiological teaching demands during the COVID-19 Pandemic. I had postponed interviews for some teachers because of their lack of time and their preoccupation with schoolwork or because of their illness. All practices I performed during data collection are in accordance with school and district policies. In qualitative research and in-depth interviews, there is the building and development of relationships with participants (Rossman & Rallis, 2017). Therefore, even in the short time that I was with the participants in their professional development sessions, I developed personal relationships with the participants so that they feel comfortable sharing their experiences and stories. I have discussed in this chapter my research approach and the rationale, and I described the setting and participants, and I defined the methods of collecting data and analysis. In the end, I outlined ethical considerations and credibility, and trustworthiness. These methods helped me answer my research questions about the impact of professional development that integrates technology on teacher learning and practice. 21 SCIENCE TEACHERS LEARNING AND PRACTICE Chapter IV Introduction The aim of this study was to understand the impact of professional development on the learning and practice of science teachers at the middle and high schools. And find out their views on professional development that focuses on integrating technology into the classroom. By observing professional development sessions in a school district, interviewing science teachers for middle and high school. During this study, I sought to gain insight into these following research questions: 1. How does professional development that focuses on integrating technology affect science teachers' learning? 2. How does professional development affect teachers' ability to practice what they have learned in their classrooms? 3. How does the professional development of teachers improve in teachers' perspectives? When I analyze the data, I collected a set of codes appeared through the teachers’ interviews and the field notes. After that, these codes were condensed into categories until the following themes appeared: Technology integration, community of practice in professional development, practice and implementation, the professional development and self-confidence in teaching, and teachers' criticisms of professional development. Technology Integration The first theme to emerge from the data was technology integration. This refers to how the teachers spoke about the technology used in their classroom and often compared it to how technology was taught or integrated into professional development. This theme contained two 22 SCIENCE TEACHERS LEARNING AND PRACTICE subthemes that contrast how teachers used technology with how it was introduced to them in their professional learning. Technology Integration in Teaching The data demonstrated that technology has been incorporated into science classes in various ways. Teachers use it to teach students to facilitate topics, find resources, games, and more. Some examples of technology teachers discussed using in the classroom were simulation websites, Robots, Chromebook, and Canvas. Emma who teaches science and biology in high school noted, “We use simulations a lot. There are a lot of cool simulations where there are things that we can't do in the classroom, but they could use a simulation where they can manipulate things.” Mary also spoke to the power of using simulations, saying, “There are some different simulations that I'll use for things that we can't necessarily do in class for labs that we're able to run.” In addition to hearing teachers talking about PDs interviews, when I observed teachers during their participation in Professional Development, one of the teachers showed me her favorite simulations website called Phet which is a fun way and a great resource for her class. The use of Simulation sites provides example of how teachers are integrating diverse technologies in their classroom. Science teachers use simulated websites in their science class. It helps the teacher to connect the learning materials with the student's real world and motivates the students to participate in the activities. These results are consistent with Foti & Ring's study (2008) when they used project simulation models as a personal study tool. It is a simulationbased e-learning environment. The goal of the project was to help science teachers switch to an inquiry-based teaching method by providing their students with learning tools that support a more student-centered approach. They used this experiment on teachers and students in a science 23 SCIENCE TEACHERS LEARNING AND PRACTICE class. Teachers' feedback on the implementation of the project has been positive. The teachers made sure to use the simulation with the new students in the other classes. In addition to simulations, teachers also reported using robots in science class. Sophia stated, “we also have a set of spheres, which are little robots’ programmable robots that we'll have our students use to clean their slabs”. Sara, a physics teacher, also uses the spherical robots. In her words, “We got these robots. And we've been trying to use them at least once a quarter and have the kids practice writing code and see how you know the motion of the robot and the grasp of the robot's motion. And the code or any equations that we've been learning are all sorts of tied together”. Both of these teachers give us descriptions of the way they are using sophisticated technology in their classrooms. Physics teachers are incorporating technology into their teaching by using robots in their physics class and having students use and practice them. These results reinforce Dogan & Uluay’s (2021) findings in their study that was applied to a group of pre-service science teachers who were provided with iDea software where they tested robotic techniques. After the researchers conducted interviews, they found that the pre-service teachers had not participated in any robotic studies before. Further, pre-service teachers who had gone through several study processes on robotics or coding could not remember the software used. The study showed, however that increased training on robotic applications increased the pre-service teachers’ confidence in their competencies through the experiences gained (Dogan & Uluay, 2021). In addition to different forms of teaching software and the use of robots, teachers detailed how their students used computers and how they themselves used Course Management Software (such as Canvas). Amelia described, expressed about using technology in classroom “Every kid has a Chromebook, which has been really nice because we can actually have the assignments 24 SCIENCE TEACHERS LEARNING AND PRACTICE online. And so, the students instead of handing in a piece of paper will hand it on, basically submit a document online.” Also, Mary also discussed Chromebooks, “My kids have Chromebooks like they each have their one-to-one school. I use those for obviously, like entering information or data from a lab, or I really don't do notes in my class. I do like reflections on what did we learn from like, what was the big idea from our activity, so I use it to kind of give assignments and stuff.” When Amelia and Mary said, “Every kid has a Chromebook,” she refers to the idea that nowadays, every student has their own Chromebook that they use in the classroom instead of books. Sometimes districts provide these Chromebooks for students free of cost to use and even take home. Chromebooks provide student needs and everything a teacher needs to teach them. Incorporating technology into the classroom creates a good learning environment and enhances the learning process. These perspectives on the ubiquitous nature of Chromebooks echo the findings of Kayalar’s (2016) the study on technology integration and use in the classroom. Students use their mobile devices to search for and save resources and information, draw pictures, listen to lessons, and easily access all kinds of dictionaries and share them with students and teachers. As teachers reported, they had used Canvas before but during the pandemic it played a more pivotal role in their work now. Sara described how central Canvas was to not only her individual and department’s work, “We have as a department and as a school, everything that we do is on Canvas. So, all their assignments and links to things and copies of worksheets and all that stuff is on Canvas, so that they can access it from anywhere.” Sara finds that the Canvas is useful and easy to access, and it collects everything she wants as tasks, links, and others. Emma who had three years of high school teaching experience said, “I have Canvas, by Canvas, that they can access all the curriculum that I teach, and what we do every day. So then if they're 25 SCIENCE TEACHERS LEARNING AND PRACTICE absent because of COVID, or whatever, they can access that at home and still be caught up with all the things we're doing.” Jessica stated, “Using Canvas has become a huge thing because of COVID. I would really like to learn how to use that a little bit better, to help the kids”. The teachers agreed on the use of Canvas and how it became important to them. Emma says, it became easier for absentee students to reach what they missed. Jessica's quote explained that teachers' need for more courses to learn how to use Canvas. In their interviews, teachers also reinforced how using Canvas became much more central during the pandemic. Jessica details teachers’ experiences and training with Canvas: when we started going online, there was a lot of Canvas professional development, trying to get us set. They were pushing Canvas-like, we're going to use Canvas, and kind of prepped us even before the pandemic hit, which was really nice. But I definitely think there could be more. I think more tools are not being used on Canvas because teachers don't know how to use it. These interview excerpts underscore the importance of integrating technology, particularly during times of distance learning. Teachers use the Canvas in their classroom in different ways, but there are still some tools on the Canvas that teachers do not know how to use. These results are also consistent with Kayalar's study comparing teachers' opinions in Turkey and other countries on integrating technology into the classroom. Kayalar encouraged school principals and teachers to incorporate technology into the school because it is an excellent way for teachers and students to reach diversity in teaching and learning styles (2016). Learning during the pandemic has shown that technology can play a vital role in education. Technology Integration in Professional Development 26 SCIENCE TEACHERS LEARNING AND PRACTICE When asked how they learned technology integration, many teachers reported that they had learned it in the context of professional development. When I was taking field notes, all teachers used computers throughout the session. Each group was using a Google Doc to build the units by adding pictures, stories, appropriate information for the unit and how to present or explain it to the students. When teachers were asked how they learned about integrating technology, the responses varied. For example, Sophia said, “most of the technology that I use is because somebody else did a professional development session showing me the benefits.” Sophia’s quote typifies that teachers often benefit from professional development that focuses on integrating technology, even if the information is received secondhand or informally through another teacher. These sessions have the potential to positively influence teacher performance. Emma had another opinion, “A lot of it was by myself or other teachers at the school, this school that already we're using them, or through my schooling when I was at BYU three years ago.” Emma learned some technology on her own, or from a teacher at school, or through her university studies. This means that there are few professional development programs for teachers that provide teachers with technology integration. Amelia said, “David is a science teacher, and he’s kind of like our tech guru. He used to work in programming, so he understands how a lot of that stuff works, and he knows all the shortcuts. So, we learned a lot from each other.” Amelia has 18 years of teaching experience, but she lacks some experience in technology. She mentioned that when she meets with teachers, she finds help from them in matters that she does not know, such as technology tools. As Amelia stated: I've taken a technology class that helped me kind of learn how to maneuver through Google and taught me about Kahoot, and some of those other programs that are online that I wouldn't have known about otherwise. So, then that's worth taking time after 27 SCIENCE TEACHERS LEARNING AND PRACTICE school for me to go and learn how to do those things because I actually can use those in my classroom. Amelia's words provide a compelling example of the importance of professional development courses that focus on teaching teachers some of the modern techniques they can use in their classrooms. Sara similarly explained, When we were learning about Canvas, I went to a lot, but there were two very different PD’s that I went to. One was self-paced. And you went through, and you just answered a bunch of questions about Canvas. And the other one, we got together in person with a group of people. Sara’s statement is significant because she mentioned two types of professional development, one of which is a face-to-face development session where the teacher learns with other teachers. The second type is self-paced course. It means that he attends courses consisting of videos and YouTube that teachers can attend according to their free time and re-watch them as needed. To return to the literature presented in the previous chapter, Brinkerhoff (2006) notes that teachers who attend a technology-focused Professional Development Academy have long-term technical skills. The technical skills of the teachers increased, and they kept increasing their skills until the end of the academy. In sum, these teachers illustrate how technology can be integral to effective science instruction and further how professional development programs helped these teachers learn to integrate technology into the science classrooms. In the next section, I will discuss how the community of practice is used in professional development. Community of Practice in Professional Development A central theme to emerge was who communities of practice developed in professional development courses. 28 SCIENCE TEACHERS LEARNING AND PRACTICE Communities of practice are defined as a group of people who engage in the learning process in a shared domain, share a concern and passion in a common field, and learn how to do it better (Wenger et al., 2002) Communities of practice are used by professional development to help teachers interact with other teachers within or outside the same school district. It provides teachers with good educational opportunities through collaborative work and the exchange of knowledge, resources, and ideas with other teachers who teach the same level and subjects. Teachers learn in professional development by connecting with colleagues and facilitators. Through observation and interviews with teachers, there was interaction between teachers in different ways such as cooperating, helping, teaching, seeing, and sharing with others. Sara describes the optimal Professional development (PD) as one in which she can meet with people working in similar positions, Most of the science PD that we have had, has been because there are so many different disciplines. Most of it has been where we've just kind of met in small groups and gotten together to work collaboratively. That's the best kind of professional development, in my opinion, is just getting together with other teachers that are teaching the same thing and collaborating. Sara’s quote helps us see that for her the best kind of PD is collaborative. This perspective complements research that maintains that regular communication and interaction with members of communities of practice is important for building positive relationships and trust, which in turn makes them enjoy collaborative work (Akinyemi et al., 2020). Other participants shared Sara’s idea about communities of practice. Jessica echoed Sara, saying, “one of the things is, how to work with other people who teach the same subject but may teach it a little bit differently. And how to make it work so that way, everybody's covering the 29 SCIENCE TEACHERS LEARNING AND PRACTICE same things. So, all the kids get the same information.” Sophia lauded the benefits of communities of practice in physics: “it has been awesome. In the sense that I can talk to three other very highly skilled physics teachers from the district.” Sara, Jessica, and Sophia emphasized that successful professional development is collaborative work with other teachers who teach the same subject and through this there is an exchange of knowledge and experiences between teachers. Emma talked about working with other teachers to build the curriculum in PD “using Google Docs and sharing with each other, and computers and pulling all of our resources together that we can from like videos and readings and simulations, and whatever we use in class, we are putting it all in one list of curriculums. It's a resource for other teachers”. Mary worked to help with developing a professional development plan. She said, “one of the most impactful things on my teaching was that because as I helped to develop the curriculum for the teachers, I really learned to understand what we were trying to get them to do.” One of the professional development sessions conducted by science teachers across the school district is curriculum development. Teachers meet according to the grade level and subjects they teach to gather resources, exchange knowledge, and share it with other teachers. These findings confirm the Akinyemi’s (2020) study, which explores trust and positive working relationships among teachers in communities of practice in professional development. Akinyemi’s study showed that teachers have good working relationships with their colleagues. Educators acquire and learn through their participation in different communities of practice. When teachers work collectively, they help each other in the areas they need in their professional development and are a vehicle for exchanging experiences and ideas and communicating together on the topics of their studies (Akinyemi et al., 2020). 30 SCIENCE TEACHERS LEARNING AND PRACTICE Practice and Implementation A theme that become clear was the necessity for teachers' practice and implementation of professional development to make it effective. Teachers expressed the need to have opportunities to practice and also expressed that the most valuable professional developments were those that did not focus only on lecture, but providing hands-on, engaging work that they could emulate in their classroom. Here Jessica speaks to the idea of needing to practice: An opportunity for me as the teacher to go through the lesson as a student, to practice seeing how it would play out in a classroom. Because if you're just talking about it, I have a hard time picturing how students are going to react, you know, so it's good for professional development, for teachers to get a chance to practice, whatever the professional development is talking about. Jessica believed that excellent professional development when they can experience and implement in professional development sessions rather than relying on narration. Mary said, I think giving teachers time to reflect on something and, and come up with an idea of like, how they would implement something in their class is also really important because just because it's how I would do an activity is not necessarily the same way they would do the activity, even though I'm presenting it that way in the professional development. Mary's words illustrate the importance of doing reflection activities in professional development that makes it easier for teachers to apply it in their classroom. Jessica and Mary's interviews highlight the idea that giving teachers a chance to experience and practice this professional development helps them see how to apply it to their students. Teachers believe that good professional development is when they have a chance to practice and experience with other teachers and see how they can apply it in their classroom. 31 SCIENCE TEACHERS LEARNING AND PRACTICE After teachers attend professional development sessions, they translate what they have learned in professional development into practice in their classrooms. In the following quote, Sophia described “when I go to implement the new technology with my students, if it's successful, I feel more confident in implementing further technologies. If it's not successful, I feel less confidence with implementing new technologies”. As Emma commented, “I think it's something that's interactive, and that I walk away feeling like I can use the stuff that they talked about, that was worth my time. And it will be something I can turn around and use.” All educators interviewed agreed on the importance of practice in professional development and how it is beneficial to them when applied in their classrooms and when teachers practice technology and other subjects with other teachers. The data here corroborate the Andragogy theory that adult learners have a vast experience store that becomes a rich source of learning. Learners' motivation to learn is closely related to their social roles. Therefore, they need an immediate application of their knowledge in their roles as teachers (Knowles,1980). In the next sections, I discuss some of the more critical perspectives about professional development. Professional Development and Self-confidence in Teaching A fourth theme that emerged is self-confidence, specifically how effective professional development had the power to increase teachers’ self-confidence. while some teachers see that some professional development is redundant. When I asked teachers about their confidence after professional development, Sara answered, I would say yes. And no. Most of the PD that we get is not very good. And or it's redundant. It's things that we've already talked about that we already know that we're already doing. So that kind of PD I would say, probably not. But the PD where we do actually get in there and do something and produce something, that is really good. Being 32 SCIENCE TEACHERS LEARNING AND PRACTICE part of this group of science teachers, I would say has definitely increased my confidence and my colleague’s confidence, because other people are, are looking at what we're doing and are using it. And we've been getting some pretty positive feedback from that. So that's been that's great. As discussed in the previous section, Sara's point reemphasizes that good professional development for her is practical and productive. On the other hand, When Sara said, “I would say yes and no,” it signifies that professional development provided to teachers can affect their self-confidence if it is effective and deliver what they need. On the contrary, if professional development is redundant and redundant, it becomes useless. As Amelia stated, “absolutely because there are some tricks and games that I never would have learned otherwise. So, as I've gone in, and work with various teachers, either with them or learning from them, I get brave enough to try new things in my classroom.” Professional development and learning technology skills with other teachers helped Amelia become confident in her ability to use technology tools in her physics class. Mary added to the conversation about self-confidence. In her words, I’ve been able to work with other PLCs in my building to help them develop a curriculum that's more engaging for students. So, like that itself builds my confidence. I feel like I can teach this. I feel like I have the background, I've learned it and I'm ready to help you with it as well. So that's, that would be why I'd say it's increased because I'm able to feel comfortable in helping other teachers try and implement the same thing. Mary believes that teachers' work with professional development in curriculum development increases their confidence in their ability to teach and help other teachers. Finally, Jessica stated, “I do. Like I was saying before, like, I take some professional development for the weaker areas of what I teach. And then I come away feeling better prepared to teach those subjects.” Here 33 SCIENCE TEACHERS LEARNING AND PRACTICE Jessica emphasized that professional development that focuses on individual needs and their weakest areas motivates them to continue their teaching. The evidence discussed here aligns with Bandura and Adams’ (1977) idea that Self-efficacy (self-confidence) is a significant determinant of behavior when people have incentives to act on their self-confidence and when they possess the required skills. The individual may have the necessary skill and firm self-confidence beliefs, but there is no motivation to perform. This means that if teachers find motivation, which is professional development that focuses on addressing their weaknesses, their performance will improve, whether in teaching or in applying technology in the classroom. As discussed here, teachers emphasized that not all professional development was useful. Therefore, in the next section, I discuss some of the criticisms voiced about professional development. Teachers' Criticisms of Professional Development Although teachers had generally highly favorable attitudes toward professional development, they had strong points of view of why certain professional development was ineffective or inaccessible. The teachers had the following critiques of professional development. Sophia talked about when they implemented the new standards in PD, “we did not have much direction at the beginning, or we were sort of carving a new path that had not been carved before. So very much starting from scratch, we had a lot of things that we had to learn.” She added," But it would have been nice to have a little bit more of a direct vision, somebody to say this is the end goal that we're looking for." Sophia's quote provides example of less effective Professional development when there is no clear goal and instructions to reach the goal. Emma stated “I get a lot of emails for professional development. And a lot of them are expensive to go to. And I don't have money as a teacher to be spending on professional development. If I'm going to go, it's got to be free or super cheap. But I'm not going to go if I have to pay $200 to be there.” Emma's 34 SCIENCE TEACHERS LEARNING AND PRACTICE quote highlights the idea that teachers don't like going to expensive professional development programs. In the following piece of date, Jessica described: Sometimes they're just boring. I mean when you get people to standing up there talking the whole time. The good professional development would have you practice and talk to other people and run it like your classroom? I think that it's a good reminder for teachers that, like, if you just stand up there and lecture all class period, you're going to lose. Jessica's comment means that unsuccessful professional development depends on long, boring lectures that teachers do not benefit from anything, on the contrary, successful professional development that motivates teachers to practice and experience with other teachers, as we mentioned in the theme, practice and implementation. Both this data and other studies demonstrate that effective professional development is a design that allows teachers to participate in activities, learning by practice (Bayar, 2014). Amelia’s quote spoke to the idea that “The professional developments that are the most frustrating are the ones where I walked out feeling like I wasted my time. Like that was stuff I already knew, or it was things that I was never going to use. I went to one that was really geared towards elementary school teachers.” When Amelia said, “I went to one that was really aimed at elementary school teachers,” it signifies the idea that professional development should be tailored to teachers' needs. Not obligating them to go to professional development that does not fit the subjects and level they teach. While teachers used and collaborated on using a lot of technology in the sessions I observed, Emma reported that professional development sessions she had were mostly based on PowerPoint presentations. In Emma’s words, The only professional development technology I've seen used is, like PowerPoints. There's like a lot of things that they could probably do, like. I know having a computer 35 SCIENCE TEACHERS LEARNING AND PRACTICE set up for us to look through the material or some like interactive technology with the group. But all I've ever seen is just PowerPoints. And I feel like it could be more interactive. Emma recognized the potential to integrate technology into professional development to make it more interactive. To return to the literature presented in Chapter II, Bayar (2014) through his study about the components of effective professional development activities in terms of teachers’ perspectives. He found that teachers define a professional development activity as effective if it fits the needs of teachers. Therefore, teachers' opinions are essential to improve the quality of professional development to become more effective and meet the needs of teachers and current schools. Professional development will fail without teachers' opinions and knowledge of their needs and thus affect education. In this chapter, I have discussed how the learning and practice of science teachers in high school and middle are affected by professional development by focusing on the themes that emerged through the process of analyzing data: Technology integration, communities of practice in PD, practice and implementation, self-confidence in teaching, and teachers' criticisms of PD. In the next chapter, I turn my attention to summarize the research, giving recommendations to teachers and science department and professional development and give some recommendations for future research. 36 SCIENCE TEACHERS LEARNING AND PRACTICE Chapter V: Conclusion Introduction In this research study I sought to understand the impact of professional development on the learning of middle and secondary science teachers and its impact on their classroom practices by listening to teachers' opinions on improving professional development and observing teachers learning and interacting in professional development sessions. During the data analysis, I used the Andragogy Theory and Experimental Learning Theory to determine how professional development affects the learning and practice of science teachers. In this chapter, I review the study's main findings and make recommendations for educators, professional development programs, and science management. Finally, I discuss the implications and opportunities for future research. Summary of Findings I observed science teachers participating in 2 professional development sessions three hours in each session in the winter of 2022. I then interviewed six teachers about their perceptions of integrate technology into professional development for science teachers. These data collection methods provided insight into my research questions. I explored the five most salient prominent themes, including technology integration, communities of practice in PD, practice and implementation, teaching self-confidence, and teacher criticism of PD. In this section, I briefly summarize the results of my study. Data collected from observations and interviews showed that teachers incorporate different types of technology into their teaching. For example, teachers mentioned that they used simulation sites in science education when they could not do these experiments in class to motivate students to participate 37 SCIENCE TEACHERS LEARNING AND PRACTICE in the lesson. Also, teachers used robots and taught and trained students to use and practice them. In addition to teaching simulators and robotics, teachers told me how they and their students used Chromebooks and Canvas during the pandemic to provide access to lessons and resources and to connect with others. My research revealed that teachers have a wealth of experience applying technology in their classrooms, though not always directly learned from professional development sessions. Together this shows how important technology is in the science classroom. Teachers emphasized that they often learned to integrate technology into professional development, and also often through colleagues who had conducted professional development or teachers who had experience in technology from the same department. This underscores the importance of professional development that focuses on the integration of technology in supporting teachers' learning and developing their technical skills because it shows that teachers pass on the knowledge that they learn from others about technology integration. My research confirms previous studies, considering that communities of practice in professional development can provide a positive environment for teachers that allows them to meet with teachers who share the same interest and passion. Educators can exchange experiences and ideas about the subjects they teach. Teachers learn when they interact and communicate with other teachers through collaboration, sharing, and teaching. My findings helped inform the importance of teachers' practice in professional development sessions so that they can implement what they have learned in their teaching. Teachers consider successful professional development when hands-on activities and activities are provided instead of lecturing. Teachers emphasized the need for practice and training so that they could know how to implement it in their classrooms. These results support the andragogy theory, which describes adult learners as having a great deal of experience and being able to 38 SCIENCE TEACHERS LEARNING AND PRACTICE benefit from their experiences and build new learning based on their previous experiences. We find that professional development positively affects teachers if they are able to implement the techniques they have learned in their classrooms. The data is consistent with experimental learning theory. Teachers learn from their past experiences and gain new experiences while enrolling in professional development programs. Professional development plays a role in increasing teachers' confidence in their teaching. The teachers were informed that the professional development provided to them increases their self-confidence if it is effective and provides the technological skills, they need to be able to apply them in teaching. Conversely, when professional development is perceived of as superfluous, it becomes useless. Finally, my research revealed some of the teachers' criticisms of professional development when asked about their opinion of improving it. Professional development requires goal setting and direction. Teachers prefer to go for free or inexpensive professional development. It should focus on practice and implementation. Professional development sessions should be tailored to the teachers' needs and the level they teach. To integrate modern technology instead of relying on PowerPoint. Recommendations My overarching recommendation is that professional development for science teachers has to keep pace with modern technology, so it is not solely the responsibility of teachers to find technology on their own. By analyzing the data obtained from observations and interviews with teachers, I concluded that the school district comes up short on providing professional development focused on integrating technology into the science classroom. Therefore, I think it’s 39 SCIENCE TEACHERS LEARNING AND PRACTICE important to provide practical recommendations for the science department in the school district in order to improve the quality and applicability of teaching to science teachers. First, providing opportunities for science teachers to participate in the design of training courses would give valuable input to districts to ensure that they are providing what teachers actually need. Further, teachers have a wealth of experience and knowledge of the needs of teachers who teach at the same grade level. Lastly, teachers' opinions are significant because they know the needs of the students and the curriculum. These courses will significantly impact other teachers because of their large amount of proven experience. In my investigation, the data demonstrates the positive impact of professional development on teachers' learning and practice, thus increasing their confidence in their teaching. Therefore, I recommend teachers to continue learning and look for training courses that address the weaknesses that they want to improve, whether it is developing teaching skills or technology skills. Teachers are adult learners who know what they need to develop themselves. I think that if teachers are given ample choices; they can choose the professional development that best suits their needs. Finally, I offer a recommendation for policy makers by offering professional development tailored to the different needs of teachers. I suggest providing free or inexpensive training courses and offering science teachers how to integrate technology into teaching at times that suit everyone, as teachers did mention that some professional development was cost prohibitive. These free or low-cost courses motivate teachers to enroll in them and to learn and acquire professional and academic skills. In previous study about effective integration of instructional technologies, when teachers in training integrate technology into their teaching, it 40 SCIENCE TEACHERS LEARNING AND PRACTICE leads to greater awareness and understanding, and thus greater student engagement (Mitchem et al., 2003). Implications for Future Research Future research should consider the limitations and discoveries in this study. First, one recommendation for researchers is to conduct a similar study focusing on the professional development of science teachers that integrates technology. Because I observed professional development where the topic was science curriculum development, I think that conducting another study observing specifically technology (due to the COVID-19) pandemic would be helpful to understanding how teachers have integrated and are given tools to integrate technology during times of distance learning. I think it would be helpful to repeat the study and see how teachers can better integrate technology into professional development. Second, I recommend expanding the study sample instead of six science teachers to ten or fifteen teachers. A more significant number of teachers gives greater diversity and differing opinions about the impact of professional development on their learning and practices, thus suggestions for improving the quality of training courses offered to them in the future. Finally, I recommend that more research and doing interviews not only with teachers but with course designers and professional development facilitators to find out how they do this work, what their experiences are, and what factors are essential to successful professional development. Conclusion The study revealed that professional development positively affects teachers' learning and practice particularly when teachers who see professional development see the teaching as useful and are confident and able to apply it in their classrooms. There were many examples of teachers using technology in their classrooms, that they have learned from PD or found themselves. In 41 SCIENCE TEACHERS LEARNING AND PRACTICE contrast, passive professional development relies on repetition and narration rather than involving teachers in activities that enable them to think about seeing this applied to their students. There were also teachers' criticisms about professional development and suggestions for improvement, for example, providing low-priced PD courses and designing courses that focus on practice and experience in PD. Through my study, the results showed many positives for professional development that outweighed its negatives. Therefore, teachers, especially science teachers, should be encouraged to continue learning and to engage in professional development to meet teachers who share the same interests and passion. Participants in my study expressed a desire to learn and develop their technology skills. Attention to providing exemplary professional development for teachers is essential and helps teachers share experiences and knowledge with others, thus providing quality education to students. 42 SCIENCE TEACHERS LEARNING AND PRACTICE References Akinyemi, A. F., Rembe, S., & Nkonki, V. (2020). 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E., Luo, L., Berry, B., & National Center for Research on Rural Education (R2Ed). (2016). The effectiveness of technology-delivered science instructional coaching in middle and high school. Working Paper. In National Center for Research on Rural Education. National Center for Research on Rural Education. O’Dwyer, L. M., & Bebell, D. (2009). Special issue: The effectiveness and impact of technology-enabled teacher professional development. Journal of Educational Computing Research, 41(1), 123–124. Pedretti, E., Mayer-Smith, J., & Woodrow, J. E. J. (1999). Teaming technology enhanced instruction in the science classroom and teacher professional development. Journal of Technology & Teacher Education, 7(2), 131–143. Qablan, A. M. (2019). Effective professional development and change in practice: The case of Queen Rania teacher academy science network. EURASIA Journal of Mathematics, Science and Technology Education, 15(12). 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Williams-Britton, S. M., & International Society for Technology, E. and S. (ISTES) O. (2021). Teachers’ voices in one-to-one technology integration professional development programs. Online Submission. 47 SCIENCE TEACHERS LEARNING AND PRACTICE Appendix A: Observation Protocol Procedure will involve taking notes on the following observation points. and then filling in the protocol directly after the session observation. Area of observation Date: Time: Place: Type/Title of Course Stated Objectives Number of teachers Teachers’ experience (if shared): Facilitator’s interactions with teachers -What kinds of questions are asked during the session? -What are the participation patterns? Pair share? Small group? Teachers' Interactions -with each other? -with the facilitator? -with technology? Exchange of experiences between teachers and facilitator -What kinds of questions or comments are given? Teachers’ reflection during and at the end of session -Do teachers reflect on their learning orally? In writing? Types of technology used -to teach the session -Is there a particular technology that teachers use specific to science instruction? 48 SCIENCE TEACHERS LEARNING AND PRACTICE Activities -What kinds of activities do the teachers engage in? -How is technology used? -How are activities introduced? Facilitated and debriefed? Notes: 49 SCIENCE TEACHERS LEARNING AND PRACTICE Appendix B: Interview Protocol Background 1. Tell me about your position as a science teacher (grades taught, subjects taught) 2. Can you tell me what led you to this career? 3. Can you describe what a good science teacher is? 4. Can you describe your professional development experiences in science? 5. How do you integrate technology into your own teaching? Interests - Professional Development 6. What professional development topics interest you? 7. What makes a good professional development session, in your opinion? 8. What are some of the most important things you learned from professional development program? 9. Could you tell me a little about what successful technology integration looks like in science professional development? Effects of Professional development/Goals 10. Do you think professional development has increased your self-confidence? Why or why not? 11. What were the highlights of the professional development session you attended? 12. What, if anything, would you have improved? 13. What are your goals and hopes for your science instruction moving forward? 14. Is there anything else you’d like to tell me about your teaching or experiences with professional development? 50 SCIENCE TEACHERS LEARNING AND PRACTICE Appendix C: IRB approval 51 SCIENCE TEACHERS LEARNING AND PRACTICE Appendix D: NIH Certificate 52 SCIENCE TEACHERS LEARNING AND PRACTICE Appendix E: Consent Form for Adults Westminster College Institutional Review Board (IRB) For the Protection of Human Subjects Form B Consent Form for Adults Before agreeing to participate in this study, it is important that the following explanation of the proposed procedures be read and understood. It describes the purpose, procedures, benefits and risks of the study. It also describes alternative procedures available and the right to withdraw from the study at any time. It is important to understand that no guarantee or assurance can be made as to the results. See below. You have been invited to participate in a research study, the purpose of which is to understand the impact of teacher professional development programs that encourage the integration of technology into the science classroom and learn science teachers’ perspectives on professional development. The study procedure(s) have been identified as observe professional development courses and conduct individual interviews for teachers. Interviews will be transcribed and analyzed. The duration of the study is expected to be January 1, 2022 – May 30, 2022. You will be notified of any significant variance from the stated duration of the study. Benefits that may occur from participation in this study have been identified as Include contribution to research on professional development for science teachers that encourages inclusion of technical classrooms. There are no direct benefits to the participants. INVESTIGATORS: Include one of the following two statements as applicable: Observation: There are no foreseeable side effects/ risks associated with this project. However, some side effects/risks may be unforeseeable. Interviews: There may be questions related to teachers' experiences with professional development and they may be emotionally distressing. You can share the experiences you are comfortable with. You can take a break at the time of the interview. Your participation in this study is entirely voluntary, and you may withdraw from the study any time you wish without any penalty to you. If you have any questions about this study or wish to withdraw, please contact: Dr. Anneliese Cannon Principal Investigator 608.216.4889 Phone: If you have any questions regarding your rights as a research participant, please contact: Chair of IRB Phone: 53 SCIENCE TEACHERS LEARNING AND PRACTICE All personally identifiable study data will be kept confidential. However, the results of this study may be made available to you upon request or used in formal publications or presentations. If you feel that you have received a satisfactory explanation as to the risks and benefits of this study as well as your rights as a research participant and you would like to participate, please sign and date below. You will be given a copy of this form for your records. Signature of Subject Date Signature of Investigator 54 APPROVAL of a thesis/project submitted by Author(s): Nashmiah Alfuraydi School Department: MED Title of Thesis: The Impact of Technology-Focused Science Professional Development on Science Teachers’ Learning and Practice The above named master's thesis/project has been read by each member of the supervisory committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready to be deposited and displayed in the Westminster College—Institutional Repository. Chairperson, Supervisory Committee: Anneliese Cannon Ph.D Approved On 5/27/2022 1:16:43 PM Dean, School: Dr. Melanie J. Agnew Approved On 8/3/2022 5:13:00 PM STATEMENT OF PERMISSION TO DEPOSIT & DISPLAY THESIS IN THE INSTITUTIONAL REPOSITORY Name of Author(s): Nashmiah Alfuraydi School Department: MED Title of Thesis: The Impact of Technology-Focused Science Professional Development on Science Teachers’ Learning and Practice With permission from the author(s), the staff of the Giovale Library of Westminster College has the right to deposit and display an electronic copy of the above named thesis in its Institutional Repository for educational purposes only. I hereby give my permission to the staff of the Giovale Library of Westminster College to deposit and display as described the above named thesis. I retain ownership rights to my work, including the right to use it in future works such as articles or a book. Submitted by the Author(s) on 5/26/2022 11:53:55 AM The above duplication and deposit rights may be terminated by the author(s) at any time by notifying the Director of the Giovale Library in writing that permission is withdrawn.