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ERIC Number: ED569263
Record Type: Non-Journal
Publication Date: 2014
Pages: 151
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-0025-9
ISSN: N/A
Impact of a Sustained Job-Embedded Professional Development Program on Classroom Technology Integration
Grashel, Mark A.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
The purpose of this single case study was to examine a grant-funded program of professional development (PD) at a small rural high school in Ohio. Evidence has shown that the current model of technology professional development in-service sessions has had little impact on classroom technology integration. This PD program focused on 21st Century learning with an emphasis on using technology with project-based learning (PBL). The program was designed to facilitate ongoing professional development within a learning community of eight teachers led by a peer coach. This approach to PD allowed for a more individualized program of professional development. Throughout the PD program, teachers participated in professional development activities designed to help them effectively integrate technology into their classrooms. The PD program began in July, 2010 and concluded in May, 2012. This study occurred at the conclusion of the program to evaluate the impact on classroom technology use. A variety of data was collected to evaluate the effectiveness of this program. Archival data included classroom observation data, teacher and student surveys, and classroom artifacts. In addition to archival data, the group of eight teachers was interviewed. The results of the study indicated that, as a result of this PD program, teachers changed how they were using technology in their classrooms. Secondly, as a result of this PD program, teacher confidence levels with using technology with students increased. Thirdly, student perception of how they were using technology in the classroom changed over the course of the program. Teachers indicated that the PD program was successful in increasing classroom technology use. Results of this study indicated that PD can be more effective if it occurs over an extended period of time. Study results also indicate the benefits of utilizing technology integration coaches and professional learning communities. Future qualitative and quantitative research is needed to gather information about professional development and support effectiveness for preparing and supporting teachers as they integrate technology into their classrooms. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio