Evaluating Professional Development Outcomes of a Telecollaborative Technology Curriculum

Unpacked, fully operational, and wide-area networked, the new high-end desktop computer unit stood as a very visible information age icon against the east wall of Dan Dissell’s biology classroom at International Falls high school in International Falls, Minnesota. Dan was no novice computer user and entertained big hopes for the integration of computer applications in his curriculum. However, the 31 sophomore biology students in Dan’s class had only 44 minutes a day to share one computer. The single computer and the short time to use it made Dan seriously wonder how to equitably manage the resource while trying to build his own technology use capacity. No quick answers came to mind. But as soon as he began communicating via e-mail with several other teachers across the state on a science curriculum they were experimenting with, Dan immediately knew at least part of his problem was solved: His online colleagues would help him address technology and other classroom related concerns that were sure to arise through the year.

Rural, Rural Develoment, Technology, Iran