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ERIC Number: ED580517
Record Type: Non-Journal
Publication Date: 2017
Pages: 142
Abstractor: As Provided
ISBN: 978-0-3552-9344-9
ISSN: EISSN-
Professional Development in Technology at High Achieving Schools
Ryan, Kevin D.
ProQuest LLC, Ed.D. Dissertation, Illinois State University
This study analyzed educators' perception of professional development offered through schools in the area of technology implementation and tried to define its perceived effectiveness in meeting the professional development conceptual framework defined by Gardner, Baker, Vogt, and Hodel in "Four Approaches to Professional Development". The purpose of the study was to analyze educators' perceptions of professional development effectiveness and its relationships to technology. Sixty-seven percent of the teachers felt that they received adequate professional development in the area of technology integration, while 89% of the administrators felt that teachers received effective professional development. Only 25% of the professional opportunities that teachers received fell into Frame C and Frame D of the STPI framework put forth in the "Four Approaches to Professional Development". Most of the professional development they received fell into the "one-shot" opportunities that can be found in Frame A and Frame B of the STPI framework. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A