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Date of Award
Restricted Dissertation: Campus only access
Doctor of Education in Educational Leadership
Educational Leadership and Curriculum
First Reader/Committee Chair
Technology integration for today’s classroom has been characterized as insufficient for today’s global society. Teachers need better training programs or professional development specifically focusing on integrating technology into instructional practice. This study examined the technology professional development experiences with regard to educational technology integration to determine how much exposure and level of perceived quality of Technology Professional Development (TPD) received by teachers, the characteristics of TPD, integration levels of technology and perceived readiness for technology integration.
An online survey instrument was developed and used to collect data from 100 teachers of grades K-12 from all disciplines: science, math, language arts, fine arts, social science, and multi-grade or multi-discipline classes. Items on the survey included five-point Likert scale measures to establish levels of technology integration and TPD participation. Additionally, a researcher-designed interview protocol collected information from 10 volunteer participants that completed the survey to gather more details about technology TPD experiences, teacher technology self-efficacy and integration of technology into the classroom. The survey results were analyzed using SPSS software. A Pearson’s correlation was computed to evaluate the relationship between TPD and Technology Integration. Results show a positive correlation between the two variables (r = .651, p < 0.01). Overall, the data supported the strong correlation between Technology Professional Development and Technology Integration.
The qualitative data were analyzed using the ATLAS.ti program that revealed emerging themes regarding professional development experiences, the perceived levels of technology integration, and perceived changes in self-efficacy The results show that technology was being integrated in instruction and learning at moderate levels in the schools. Qualitative responses supported the statistical results. Participants expressed positive feelings regarding progress of technology integration in the classroom. Concerns regarding technology integration barriers such as lack of time for TPD, quality of TPD and access to devices in the classroom were present and will need to be addressed to ensure technology infusion in the classroom and curriculum. According to the data collected and analysis of the results, this study showed that as a whole, technology professional development is providing a positive guide for the integration of technology into today’s classrooms.
Osborn, Teri L., "HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE" (2016). Electronic Theses, Projects, and Dissertations. 307.