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ERIC Number: EJ834096
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1040-2454
The Impact of a Federally Funded Grant on a Professional Development Program: Teachers' Stages of Concern toward Technology Integration
Overbaugh, Richard; Lu, Ruiling
Journal of Computing in Teacher Education, v25 n2 p45-55 Win 2008-2009
This study investigated the effects of a teacher professional development program funded by a No Child Left Behind (NCLB) grant on program participants' (teachers') stages of concern toward instructional technology integration into curriculum. The study also explored potential differences in the concern levels among the participants from different age groups, school levels and gender. The data analyses of the pre-/post-/follow-up survey responses submitted by 377 participants revealed that the program was quite successful in reducing participants' self-based concerns while increasing their impact-based concerns about technology integration. This was a very encouraging profile, according to the Concerns-Based Adoption Model (CBAM). Participants' ages reflected differential concern levels at some stages, whereas the school level they taught had no influence on this issue. (Contains 4 figures and 7 tables.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001