Document Type

Conference Paper

Publication Date

2026

Publication Title

Proceedings of Society for Information Technology & Teacher Education International Conference

Pages

2568-2573

Conference Name

Society for Information Technology & Teacher Education International Conference, March 23-28, 2026, Philadelphia, PA

Abstract

This brief paper describes findings drawn from a summer Research Experiences for Teachers project, in which secondary science teachers completed engineering research activities and designed related lessons using the Argument Driven Inquiry (ADI) framework. Teachers participated in a hybrid professional development sequence, engaging with a STEM program manager and each other in-person and through both synchronous online sessions and asynchronous engagement in a shared virtual space. We use a multiple case study approach to describe how interactions within these spaces facilitated peer feedback and informal mentoring and coaching, ultimately strengthening teachers’ lesson plans and leaving them better poised to translate learning from their RET experiences into their instruction.

Comments

© 2026 American Society for Engineering Education, Proceedings of Society for Information Technology & Teacher Education International Conference (Philadelphia, PA, USA). All rights reserved.

Included in accordance with publisher policy.

Original Publication Citation

Brobst, J., Loney, M., & Samson, I. (2026). Promoting peer collaboration through a blending of synchronous and asynchronous technologies in an engineering focused NSF Research Experiences for Teachers (RET) project [Conference paper]. Society for Information Technology & Teacher Education International Conference, Philadelphia, PA. https://www.learntechlib.org/p/2129326/

ORCID

0000-0003-0605-757X (Brobst), 0000-0002-3407-5225 (Loney),

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