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Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices
ARTICLE

Journal of Research on Technology in Education Volume 39, Number 1, ISSN 1539-1523

Abstract

A variety of barriers relating to resources, institutional and administrative policies, skills development and attitudes can hinder the effectiveness of technology professional development resulting in underutilized technology resources and lack of integration of those resources within instruction. Multiple methods were used to evaluate the effectiveness of a long-term professional development academy intended to address those barriers and promote increased use of technology in the academy participants' instruction. Results revealed significant gains in participants' self-assessed technology skills and computer self-efficacy, with little or no change to self-assessed technology integration beliefs and practices despite interview data indicating participants felt their teaching had changed as a result of their academy participation. This article suggests the design of the academy was successful in addressing some but not all of its intended objectives. Suggestions for the design of long-term technology professional development are discussed. (Contains 4 tables.)

Citation

Brinkerhoff, J. (2006). Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices. Journal of Research on Technology in Education, 39(1), 22-43. Retrieved December 10, 2019 from .

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