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The Husky Educational Technology Assessment (HETAP): Integrating assessment and professional development into technology-based PBL environment
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, North Carolina State University, United States ; , , University of Connecticut, United States ; , The Pennsylvania State University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In recent years, the United States has invested vast amounts of money and resources into the public school system (NCES, 2005). Technology has infused the field education, impacting instruction, learning, and management of student data. As a result, public school teachers have seen the level of educational technology use increase substantially in the classroom (NCES, 2005). Despite regular reports of increasing school-level access to computers and technology, little national-level data is available on teacher opinions regarding the availability and usefulness of the technology in their classrooms. The present study examines how an educational technology assessment also serves as a means of professional development. Furthermore, this study addresses how an assessment anchored in problem-based learning environments impacts pre/post educational technology self-efficacy measures.

Citation

Holcomb, L.B., Brown, S.W., Lima, C.O. & Kulikowich, J.M. (2006). The Husky Educational Technology Assessment (HETAP): Integrating assessment and professional development into technology-based PBL environment. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 63-68). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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