Factors influencing outcomes from a technology-focused professional development program

Using survey data, the authors examined the relationship between intensity (as opposed to duration) of a technology-focused professional development program and specific participant characteristics in predicting successful outcomes. The four participant characteristics chosen were: teachers' feelings of preparedness to support student technology use, teachers' perceptions of the usefulness of creating technology-based projects with students, teachers' perceptions of the relevance of the pedagogical approaches emphasized, and teachers' prior use of featured software. Two outcomes were defined: (1) Use of new software applications/technology skills and (2) implementation of new technology-rich lessons. Analyses indicated different combinations of personal characteristics predicted each outcome. In addition, intensity of the program only predicted the latter outcome. Implications of this research are discussed within the framework of the professional development literature.

Author: 
Kanaya, T., Light, D., & Culp, K.M.
Year: 
2005
Source: 
Journal of Research on Technology in Education, 37(2), 313-329.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
early elementary
intermediate elementary
secondary
Instructional Support: 
electronic references and resources
multimedia products and projects
multiple formats of text and notation
opportunities to learn concepts
Customizable Interface: 
adjustable sensitivity
Differentiation: 
adjustable skill levels
multiple activities and level
multiple user profiles
student control
teacher control
user data stored for progress monitoring
National Reading Panel Standards: 
fluency
NCTM Content Standards: 
measurement
NSTA Content Standards: 
science & technology
unifying concepts & processes
Math: 
Measurement & Data
English Language Arts: 
Reading: Foundational Skills