Teachers' Perceptions of Professional Development Activities which Result in Successful Integration of Classroom Instructional Technologies

<p>Recent research demonstrates the expectation of the use of technology in schools. Advances in technology often require teachers to learn new methods of teaching while trying to keep up with rapidly increasing technological changes. Unfortunately, many teachers report being inadequately prepared to utilize instructional technologies in their classrooms. School leaders have the complex task of providing effective training that meets their teachers’ needs. In this quantitative study, the author sought to determine teachers’ perceptions of professional development activities which result in successful classroom integration of instructional technologies in schools. Teachers from two school districts in Georgia were surveyed. Data were analyzed using descriptive statistics and standard multiple regression. The findings showed that teachers perceive peer support or mentoring and technology personnel support or modeling to be the two most effective forms of professional development activities which result in successful classroom integration of instructional technologies. Non-credit workshops provided by school district or outside consultants was perceived by teachers to be the most ineffective form of professional development for successful classroom integration of instructional technologies. Regression analysis for each of the nine types of professional development was insignificant and therefore indicated that there was not a relationship between a</p>

Name thesis:degree_name

Doctor of Education in Education Administration (Ed.D.)

Level thesis:degree_level

Dissertation (open access)

Discipline thesis:degree_discipline

Department of Leadership, Technology, and Human Development

Year dc:date.available

2013

Author dc:creator

• Blackmon, Lisa

Contributors dc:contributor

• Samuel Hardy
• Charles B. Hodges

• ETD
• Technology
• Staff Development
• Professional Development
• Teachers Perceptions of Professional Development
• Curriculum and Instruction
• Educational Administration and Supervision
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.georgiasouthern.edu/etd/806

OAI identifier oai:identifier

oai:digitalcommons.georgiasouthern.edu:etd-1803