Researchers have also recommended system support for
effective technology PD (O'Hara et al., 2013; Somekh, 2008).
Yet, since the technology PD K - 12 teachers received may have varied between districts, the findings of teachers» perceptions in this study were not meant to be generalized to the broader K - 12 technology - using teacher population regarding
effective technology PD.
Since
effective technology PD should be long term to make an impact on teachers» teaching practices and student learning (Gerard et al., 2011; Lawless & Pellegrino, 2007), the educational system, schools, and teachers need to have a shared vision of PD plans to continually support teacher change in technology integration practice (Twining et al., 2013).
Effective technology PD should be sustained, incorporate authentic experiences situated within school contexts, and offer various levels of support.
Not exact matches
McREL's NanoTeach project created high - quality
PD that blended instructional strategies from Designing
Effective Science Instruction (Tweed, 2009) with hands - on learning of nanoscience and
technology (NS&T) content, using research - proven strategies and inquiry - based practices that help teachers became more confident in their ability to teach NS&T.
What are
technology ‐ related
PD formats that you found
effective for supporting your
technology integration practice?
The themes were categorized by
effective and ineffective formats and content, as well as teachers» reasoning on the shift of
technology PD over 6 years.
To make
PD effective and support teacher change in
technology integration practices, teachers should be provided with time as well as opportunities to play with and learn about newly introduced
technology (Potter & Rockinson - Szapkiw, 2012).
O'Hara et al. (2013) argued that the alignment with district visions and goals was critical to making a
technology PD program
effective.
Studies have shown that when K - 12 school districts implement a new
technology initiative, it is not always accompanied by
effective teacher professional development (
PD).
What
technology ‐ related
PD topics do you perceive as
effective for your
technology integration practice?
Even though features of
effective PD for
technology integration have been identified in research studies (e.g., O'Hara, Pritchard, Huang, & Pella, 2013; Smolin & Lawless, 2011), teachers continue to report
technology PD as not
effective to support their use of
technology in classrooms (Bill & Melinda Gates Foundation, 2014; U.S. DOE, 2016).
Situating
technology PD in a school's context makes teachers»
PD experiences more authentic and
effective (Kopcha, 2012).
Using this information, stakeholders could provide
effective PD by directly addressing teachers» needs and providing support for teachers»
technology integration practices.
Over 6 years, more teachers reported that personalized
technology PD tended to be more
effective.
Researchers have identified characteristics of
effective teacher
PD for
technology integration.
Effective teacher
PD should help teachers adopt and integrate
technology to change their teaching practices and further support student learning (Lawless & Pellegrino, 2007).
Studies have shown that teachers perceive long - term and sustained
technology PD support as being
effective, as opposed to single, standalone
PD trainings (Gerard, Varma, Corliss & Linn, 2011; Kopcha, 2012; Walkers, Recker, Robertshaw, Osen, & Leary, 2011).
Despite much focus on professional development (
PD) aimed specifically at developing
technology integration skills, rigorous studies of
effective PD are lacking.
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technology offers an
effective and convenient way to charge
PD - enabled smartphone and laptop.