Gerard, L.F., Liu, O., Corliss, S.B., Varma, K., Spitulnik, M.W., & Linn, M.C. (in press). Teaching with visualizations: A comparison study. In C. Mouza & N. Lavigne (Eds.) Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York: Springer
Previous research suggests the value of technology-enhanced materials that guide learners to use dynamic, interactive visualizations of science phenomena. The power of these visualizations to improve student understanding depends on the teacher. In this chapter we contrast two professional development programs focused on teaching with visualizations. The programs differ in intensity but follow the same basic philosophy. We show that the more intense professional development approach results in more effective teacher implementation of visualizations and greater student learning gains. We identify specific strategies that other educators can use to improve student knowledge integration with interactive visualizations.