ERIC Number: EJ1145914
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Implications for Educational Leaders as They Consider Technology Development
Sorensen, Bret J.; Shepherd, Craig E.; Range, Bret G.
Planning and Changing, v44 n1-2 p73-86 2013
This study examined the make-up and training of school technology assistants who directly help teachers to integrate technology in K-12 classrooms. Fifty-six respondents from one school district in the western United States completed a questionnaire about technology assistance they provide, whether they provide this assistance on a full or part time basis, and whether this assistance is part of their formal job responsibilities. They also described their educational background and training, teaching experiences, and other demographic information. We found that educational training varied little among formal and informal assistants. We also found most assistants rely on in-service and continuing education training to keep proficient in their field. We conclude this study by offering suggestions for future research regarding the informal professional development occurring in technology training and its role in more formal contexts.
Descriptors: Technical Support, Teacher Aides, Questionnaires, Educational Background, Teaching Experience, Demography, Professional Continuing Education, Technology Integration, Technology Uses in Education, Employees, Career Development, Elementary Secondary Education, Occupational Surveys, Statistical Analysis
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A