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The Impact of a School-Based, Job-Embedded Professional Development Program on Teachers’ Efficacy for Technology Integration: Findings from an Initial Study
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, , Marshall University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to determine the impact of a school-based, job-embedded professional development program on teacher efficacy for technology integration. Using a conversion mixed methods quasi-experimental research design, Grappling’s Technology and Learning Spectrum (Porter, 2001) was used to measure change in technology integration. The Computer Technology Integration Survey (Wang, 2004) was used to determine differences in efficacy levels for technology integration between the experimental and comparison groups. Study findings indicated there was no statistically significant change in teachers’ levels of technology integration. However, statistically significant differences in levels of efficacy for technology integration between the experimental and comparison group were found. Although positive, the relationship between efficacy for technology integration and technology integration in classroom practice for those teachers who participated in the professional development program was not statistically significant.

Citation

Skoretz, Y. & Childress, R. (2012). The Impact of a School-Based, Job-Embedded Professional Development Program on Teachers’ Efficacy for Technology Integration: Findings from an Initial Study. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2106-2114). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2019 from .

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