ARCGIS PROFESSIONAL DEVELOPMENT THROUGH EXAMINING YOUR ENVIRONMENT THROUGH THE POWER OF DATA (EYEPOD) AT NORTHERN ARIZONA UNIVERSITY: TEACHER IMPLEMENTATION AND BARRIERS
Claesgens et al. (2013) suggested that having year-long interactions and possible incentives would have an effect on a teacher’s accountability after professional development; however, the EYEPOD Basics 2011 group does not support this argument. Expectations for participants were outlined, teachers were provided stipends for specific completed tasks and year round support via e-mail was available. Even with these tools, implementation within the actual classroom was lower than expected. Eight of the 15 participants did not implement and/or turn in student work for scoring, while the remaining seven implemented at varying levels.
Based on the previous EYEPOD research and the 2011 EYEPOD group four distinct barriers that hinder implementation following professional development, (1) technology (2) accountability following professional development (3) time constraints and (4) fitting the design criteria into their curriculum.
EYEPOD is funded by the National Science Foundation.