Staff Development Methods for Planning Lessons with Integrated Technology

This study compared cooperative and individual staff development methods for planning lessons with integrated technology. Twenty-three teachers from one elementary school participated in the study. The sample was the entire population. Nine participants were assigned to the control group, and fourteen participants were assigned to the experimental group. Names of participants were randomly drawn to determine group assignment. Participants in the control group worked individually in all three staff development sessions, while participants in the experimental group chose a partner, with whom they worked cooperatively in all three staff development sessions. Each participant or pair of participants submitted a lesson plan prior to participation in three staff development sessions. Following the sessions, each participant or pair of participants submitted a lesson plan. Three independent raters rated lesson plans to determine the participants' respective levels on the Level of Technology Implementation Observation Checklist (Moersch, 2001). The ratings of the lesson plans submitted before the training were compared to those collected after the training using a two-by-two mixed model ANOVA. The occasion (pre- vs. post-test), group, and interaction variables were all statistically significant at the .1 level; however, only the occasion variable had a strong effect size. These data suggest that (1) all teachers who participated in the training, whether individually or cooperatively, were able to develop lesson plans at a higher level of technology implementation and (2) cooperative staff development methods had no advantage over individual staff development methods with respect to teachers' ability to write lessons with integrated technology.

Grantor dc:publisher

University of North Texas

Year dc:date

2002

Author dc:creator

• Heine, Jennifer Miers

Contributors dc:contributor

• Laney, James D.
• Mortensen, Mark
• Bernshausen, Diana

• Educational technology.
• Elementary school teachers -- Training of.
• Education -- Data processing.
• training
• lesson planning
• staff development
• technology integration

Statement dc:rights

• Public
• Copyright
• Heine, Jennifer Miers
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 52050972
https://digital.library.unt.edu/ark:/67531/metadc3343/
ark: ark:/67531/metadc3343

OAI identifier oai:identifier

info:ark/67531/metadc3343