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ERIC Number: ED522090
Record Type: Non-Journal
Publication Date: 2010
Pages: 241
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-4930-5
An Analysis of Directors' Views on Educational Technology Professional Development in 21st Century Community Learning Center Programs
Bradshaw, L. Daniele
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill
The purpose of this study was to examine directors' views on the current state and needs of 2009-2010 North Carolina 21st Century Community Learning Center (21st CCLC) afterschool educational technology professional development (ETPD). The population for this study involved the 2009-2010 North Carolina 21st CCLC directors. In a mixed methods study approach, the information from qualitative exploratory interviews was used to refine a 21st CCLC ETPD survey. Qualitative exploratory interviews were conducted with 13 directors. The survey provided descriptive statistical data on directors' educational technology and ETPD practices and needs. A total of 47 out of 90 directors completed the survey, for a completion rate of 52.2%. Donald Ely's (Ely, 1990, 1999) eight conditions of implementation (dissatisfaction with the status quo, adequate time, knowledge and skills, resources, rewards and incentives, participation, commitment, leadership) were used to evaluate directors' interview and survey responses on 21st CCLC ETPD. Through the qualitative interviews and the survey, directors provided insights and recommendations for 21st CCLC afterschool ETPD. The interview and survey results supported the implications of Ely's conditions for implementation of educational technology and ETPD innovations. Findings indicated a wide variety of educational technology and ETPD usage. The study findings also suggested that directors valued ETPD and desired expanded ETPD options. Implementation conditions that helped 21st CCLC leaders in facilitating ETPD were described: (1) establishing coordinated ETPD training times, (2) addressing staff fatigue, (3) offering regional, local, and site-based ETPD, (4) seeking additional funding for expanded ETPD options, (5) providing information on evaluating and designing afterschool ETPD resources, (6) offering ETPD rewards and incentives to staff, (7) facilitating staff participation, (8) using the support of 21st CCLC officials, and (9) supporting director leadership in ETPD. ETPD should be afterschool specific and geared to the 21st CCLC context. Also, knowledge of Ely's eight conditions that facilitate 21st CCLC ETPD is important for implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina