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analysis of professional development in technology for elementary school teachers

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Date Issued:
2006
Summary:
The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
Title: An analysis of professional development in technology for elementary school teachers.
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Name(s): Meltzer, Sarah T.
Florida Atlantic University, Degree grantor
Bryan, Valerie, Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2006
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 125 p.
Language(s): English
Summary: The identification of effective practices is of significant interest to school administrators, faculty, and staff planning and implementing professional development initiatives in technology. This study identified recommended practices for professional development in technology in elementary schools and determined if current practices reflected those recommendations. Studies by Wenglinsky (1998) for the Educational Testing Service reported the effective use of technology by classroom teachers has a positive impact on student performance. More recent studies frequently indicate teachers are not being trained to use technology effectively; and consequently, limited integration of technology in the classroom is taking place (Catchings, 2000; Howery, 2001; Johnson, 2002). Ham's assertion in 1999 that very few studies make the process of professional development the object of research remains true today. A literature review of current research revealed commonly recommended professional and governmental guidelines, standards, and principles. Published recommended practices of professional development in technology indicated similar practices in the areas of planning, implementation, and follow up/support. The Staff Development in Technology Survey was sent via the Internet to 200 participants including 56 providers of professional development and 144 receivers. Actual practices as described by providers and receivers were compared with recommended practices from the literature review. An analysis of variances (ANOVA) indicated a significant difference between the responses of the providers and receivers in the areas of planning (p < .02), implementation (p < .01), and follow up/support (p < .01). The providers' mean ratings of perception of the effectiveness of planning (p < .01) and effectiveness of follow up/support (p < .05), was significantly different from the receivers' perceptions. There was no significance between responses regarding the effectiveness of implementation. A Model of Effective Professional Development in Technology, developed from the analysis of the literature reviewed and responses from providers and receivers, provides a foundation for school administrators, faculty, and staff in planning, implementing, and providing follow up/support for professional development in technology. Professional development should take place in a collaborative environment with extensive support and resources available. Administrators, faculty, and staff working together using the model ought to be able to implement effective professional development in technology.
Identifier: 9780542739453 (isbn), 12217 (digitool), FADT12217 (IID), fau:9124 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Ed.D.)--Florida Atlantic University, 2006.
College of Education
Subject(s): Elementary school teachers--Training of
Education, Elementary--Computer network resources
Educational technology
Computer-assisted instruction
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12217
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.