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ERIC Number: ED561830
Record Type: Non-Journal
Publication Date: 2013
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-6139-2
ISSN: N/A
Catalyst for Change: An Action Research Study Using Job-Embedded Professional Development to Integrate Technology in a Rural School District
Jenkins, William A., Jr.
ProQuest LLC, D.Ed. Dissertation, Capella University
This action research study was designed to determine how job-embedded professional development changes teachers' perceptions about integrating technology into their classrooms. The study was based on an action research and matrix/logical analysis design. The researcher facilitated an action research intervention utilizing job-embedded professional development relevant to teachers' day-to-day workflow and applied Malcolm Knowles' andragogical adult learning theory. The research question focuses on providing teachers with job-embedded technology professional development activities in an effort to change their perceptions about utilizing technology as tool within their classrooms. The research site is a rural K-12 school district that comprises only two schools, an elementary school with Kindergarten through fifth grade and a high school with grades sixth through twelfth grade. There are a total of twenty-seven teachers within the district--fourteen teachers at the high school level and thirteen at the elementary level. The sample group for this study comprised a total of eight teachers in the district's elementary and high school that were state-certified and taught at least half the school day. The findings of the study supports that the intervention implemented job-embedded professional development, was effective in changing teachers' perceptions about integrating technology into their classrooms when analyzed by comparison of their pre and post data. The theoretical implications of this study implies that when teachers receive job-embedded technology professional development on how to use and implement educational technology into their classrooms they will have an improved perception of their ability to utilize educational technologies as an instructional tool. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A