NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ898528
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1539-1523
Connecting Instructional Technology Professional Development to Teacher and Student Outcomes
Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan
Journal of Research on Technology in Education, v43 n1 p53-74 2010
This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at whether variations in program implementation and teacher outcomes had an impact on student achievement. We found that greater PD fidelity was associated with higher-quality lesson plans and higher student achievement. This evaluation suggests that instructional-technology PD that is closely aligned to a program's core conceptual foundations can lead to positive teacher and student outcomes. (Contains 10 tables and 2 footnotes.)
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri