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The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing
ARTICLE

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Journal of Educational Computing Research Volume 37, Number 3, ISSN 0735-6331

Abstract

This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project (NWP), a pioneer professional development model for teachers of writing across the United States. Specifically, the study investigates the ways in which key features of the professional development program influenced teacher knowledge, practices, beliefs, and leadership skills with regard to the role of technology in the teaching of writing. Findings of the study indicated that the program had a positive impact on four aspects of teacher learning: (a) acquisition of new knowledge, (b) application of technology into the teaching of writing, (c) beliefs toward using technology in writing, and (d) opportunities for exercising leadership roles. Findings from this work have important implications for professional development designers, as well as school and district personnel directly involved in the design and implementation of technology professional development programs for teachers that target specific content areas. (Contains 8 tables and 8 figures.)

Citation

Scott, P. & Mouza, C. (2007). The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing. Journal of Educational Computing Research, 37(3), 229-266. Retrieved May 20, 2019 from .

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