Sentences with phrase «useful technology pd»

For the purposes of this study, we analyzed responses to one open - ended question from the questionnaire: «Did you ever participate in a useful technology PD activity / project as a teacher?

The authors surveyed technology - using K - 12 teachers at two points (2009 and 2015) to examine what they perceived as useful technology PD with regard to content and format.

Not exact matches

Consequently, we agreed that additional PD focused on technology itself would not be useful.

To provide useful technology for teachers in practice, PD designers need to consider the teacher, school, and system levels.

What shifts have or have not occurred regarding teachers» perceived useful PD and their PD needs for technology integration in a 6 - year span of time?

Teachers» explanations indicated that the shift of teachers» perceptions on useful PD and their technology PD needs may have been triggered by the changes at the school and district level, including technology infrastructure and resources, budgets for technology PD, technology integration agendas, and decisions made by administrators.

Specifically, many teachers perceived in - class coaching as the most useful PD support, because it provided an opportunity to «have someone come into your classroom to show you with your students how to integrate technology» (Questionnaire, 2015).

In the 2015 interviews, five teachers mentioned that the least useful PD content was the one - size - fits - all approach: «They [the school districts] never tried to find out at what level their staff was in educational technologies.»

The main purpose of this study was to examine technology PD content and formats teachers perceived useful in 2009 and 2015, documenting whether shifts occurred.

What are the content and formats of technology PD that K - 12 teachers perceived useful for their technology integration practices?

To make situated technology PD useful for teachers, Daly and Conway (2015) suggested that support from the teacher PD community would be beneficial when teachers are in a school culture where they have a shared vision of technology integration with support and guidance by administrators and feel comfortable learning with their peers.

If teachers do not think a PD is useful and supportive to address their professional learning needs, they are less likely to implement the technology integration ideas into their practices (Lawless & Pellegrino, 2007; Potter & Rockinson ‐ Szapkiw, 2012).

Meanwhile, statewide policies associated with PD for technology integration (e.g., Virginia Department of Education, 2016) also could be created to support recognition of a great range of useful PD experiences.

Specifically, since technology changes quickly, we sought to examine whether there were any changes to what teachers perceived as useful content and format for technology PD.

Interviews in both phases included open - ended questions asking interviewees what PD experiences were most useful and important for them as professionals, as well as asking for descriptions of their ideal technology PD content and format.

With the collected quantitative and qualitative data, we examined whether shifts had or had not occurred regarding teachers» perceived useful PD formats and content for technology integration.

In the 2009 questionnaire, only two teachers reported learning about mobile applications during technology PD as useful.

However, in 2015, more than 60 % of teachers reported in the questionnaire that participating in online workshops (68 %) and online PLNs (61 %) were useful online PD delivery approaches to support their use of technology.