NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ786428
Record Type: Journal
Publication Date: 2008-Jan-18
Pages: 13
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0738-0569
A Professional Development Model to Promote Internet Integration into P-12 Teachers' Practice: A Mixed Methods Study
Giordano, Victoria A.
Computers in the Schools, v24 n3-4 p111-123 Jan 2008
This mixed method study reports long-term effects of a staff development model on P-12 teachers' instructional practices and dispositions regarding Internet integration into teaching. The model design was guided by participants' varying professional developmental levels and their values and beliefs about teaching and learning. A survey, administered at three checkpoints over a three-year period, yielded quantitative data regarding participants' concerns about the curricular innovation. Qualitative data, gathered through interviews conducted with a sample of the participants, contributed to understanding, from the participants' perspective, changes they perceived in their teaching practices as a result of the staff development. Elements of the model most instrumental in effecting changes were identified. Results support the recommendation for teacher-centered staff development that includes critical characteristics to effect and sustain change in teacher practice. These features must emanate from teacher practice and be supported by the system in which the teacher works.
Haworth Press Inc. 10 Alice Street, Binghamton, NY 13904. Tel: 800-429-6784; Fax: 800-895-0582; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A