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Technology for Teaching and Learning: Strategies for Staff Development and Follow-Up Support Article

, East Carolina University, United States

Journal of Technology and Teacher Education Volume 10, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article discusses the staff development strategies included in the technology plans of 27 school districts. There was evidence that districts were moving toward long-term development strategies as opposed to a series of “one-shot” activities. Many plans called for strategies for follow-up support and addressed various levels of teachers' concerns about the implementation of technology. Some evaluation efforts included measures of teacher and student performance. The article concludes with recommendations for strengthening technology staff development initiatives to increase the likelihood that they will result in improved teaching and learning.

Citation

Bradshaw, L.K. (2002). Technology for Teaching and Learning: Strategies for Staff Development and Follow-Up Support. Journal of Technology and Teacher Education, 10(1), 131-150. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved July 20, 2018 from .

Keywords

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References

  1. Guhlin, M. (2002). Teachers must push technology’s tidal wave. Journal of Staff Development, 23(1) , 40-41.
  2. Murphy, M., & Miller, A. (1996, March). Incentives pay off in technological literacy. Educational Leadership 53(4), 54-56.
  3. National Staff Development Council. (1995). Standards for staff development. Oxford, OH: National Staff Development Council.
  4. Sparks, D. (2002). Don’t ignore the human side of technology. Journal of Staff Development, 23(1) , 3.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Special Education Teachers’ Use of Assistive Technology With Students Who Have Severe Disabilities

    Cynthia Connor, Virginia State University, United States; Martha Snell, Bruce Gansneder & Sara Dexter, University of Virginia, United States

    Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 369–386

  2. Instructional Technologist as a Coach: Impact of a Situated Professional Development Program on Teachers’ Technology Use

    William Sugar, East Carolina University, United States

    Journal of Technology and Teacher Education Vol. 13, No. 4 (October 2005) pp. 547–571

  3. The Effects of Mentor-Supported Technology Professional Development on Middle School Mathematics Teachers' Attitudes and Practice

    Bonnie Swan & Juli Dixon, University of Central Florida, United States

    Contemporary Issues in Technology and Teacher Education Vol. 6, No. 1 (March 2006) pp. 67–86

  4. Seeking alternatives for in-service technology workshops for teachers

    William Sugar & Ken Wilson, East Carolina University, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2680–2687

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.