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Dissertation
Case study of a professional development program: meaningful technology integration in secondary education
Doctor of Philosophy (Ph.D.), Drexel University
Mar 2002
DOI:
https://doi.org/10.17918/etd-51
Abstract
This case study investigated the effects of the design, development, implementation, and evaluation of a professional development program to facilitate the meaningful integration of technology into the curriculum for secondary teachers at a large suburban school. This study addressed the problem of the high cost of technology for a district that had yielded disappointing levels of meaningful technology integration in the teaching and learning process. The professional development program was based on a constructivist pedagogy that involved teachers utilizing district technology standards and benchmarks to develop curriculum and lessons, to practice using the technology, and to reflect on their own learning through double-entry reflection journals. The research methods included pre- and post-tests of teachers? skills and attitudes, observations, interviews, and analysis of journal entries. The results were that the professional development program positively affected the teachers? attitudes toward computers on a specific, as well as overall scale and teacher?s self-efficacy in areas that involve social learning. The four critical components for a successful professional development program included: increasing basis computer literacy through training, creating a safe learning environment for participants, creating a climate of change among the participants, and utilizing a collaborative, social context to increase the effectiveness of the training. The findings of the study indicate that a professional development program can overcome the differences in the technology skills and abilities of the participants in order to provide a meaningful professional development experience. Professional development programs afford teachers the opportunity to develop their skills and knowledge in a collaborative environment through various designed learning experiences. A school district must also develop and implement a unified vision that defines the meaningful integration of technology and is clearly communicated, understood, and supported throughout the district. This unified vision will act as the guiding force to ensure that the district as a whole reaches its goal of having technology meaningfully integrated throughout the curriculum.
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Details
- Title
- Case study of a professional development program
- Creators
- Leonard Paul Herman - DU
- Contributors
- Liz Haslam (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 51; 991014632580804721