Integrating the use of Vernier interface into the science curriculum

Pope, Cynthia Elaine (1999) Integrating the use of Vernier interface into the science curriculum. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this internship was to provide support to science teachers under the jurisdiction of the Burin Peninsula School Board for the integration of the Vernier interface into the science curriculum. A support system was provided that involved many activities, including one-on-one sessions with teachers, group sessions, classroom visitations, equipment set up and trouble shooting, an on-line support forum, and resource material development. The support provided was based on the individual needs and concerns of the participating teachers. Participating teachers completed a demographic form and the Stages of Concern Questionnaire at the beginning of the internship. This information highlighted teacher perceptions of obstacles that impeded their use of the Vernier interface, as well as the concerns they held at that time regarding the use of this technology. A post-questionnaire and an evaluation of the support provided were administered at the completion of the internship. The data collected from 13 teachers who had completed all questionnaires was used in the analysis. The major area of focus in the research component of the internship was changes in teachers' concerns after their participation in the internship activities. It was found that generally teachers moved from lower end or self-concerns at the beginning of the internship to higher level refocusing concerns at the end. However, many teachers still indicated in the post-measure of the Stages of Concern Questionnaire that self-concerns were still intense. It has been suggested that this may be due to participants encountering new dimensions of the multi- faceted innovation. The results of this study indicate that ongoing support for teachers is essential to the successful integration of technology into the curriculum. Additionally, those who provided professional development support to teachers must be cognizant of individual teacher needs and concerns that change over time. Support provided should be developed in light of these unique concerns. The support provided by the intern was perceived by participating teachers to be worthwhile and facilitated participants' use of the Vernier interface. The practical experience provided to the intern was considered invaluable in terms of its contribution to the personal and professional growth of the intern.

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