Technology-based professional development program: Experiences of science teachers

Abstract

This study aimed to evaluate science teachers of gifted students who participated in a technology-based professional development program, how could be used the applications they learned in the program, and their use area for the gifted education. The case study was carried out with ten science teachers of gifted students. The data were gathered via interviews and open-ended forms and analyzed with the content analysis method. The findings showed that teachers stated that the program was beneficial for their professional development because of increasing the use of digital technology tools and their awareness of the opportunities for gifted education. Also, they became aware of using the applications for enrichment, supporting the class, evaluating, and integrating into the project-based learning process in science lessons. Another finding was that participants' evaluations of the program offered the advantage of providing communication and mentoring opportunities with the university and contributing to their professional development.