Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration
Yin-Chan Liao, Anne Ottenbreit-Leftwich, Michael Karlin, Krista Glazewski, Thomas Brush, Indiana University-Bloomington, United States
CITE Journal Volume 17, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that effective technology PD experiences should incorporate their individual PD needs. The authors surveyed technology-using K-12 teachers at two points (2009 and 2015) to examine what they perceived as useful technology PD with regard to content and format. Specifically, since technology changes quickly, we sought to examine whether there were any changes to what teachers perceived as useful content and format for technology PD. Over 6 years, more teachers reported that personalized technology PD tended to be more effective. Although some things remained consistent regarding content (e.g., utilizing Web 2.0 resources continued to be preferred PD content by teachers in both years), other content preferences changed (e.g., mobile applications and pedagogical-focused knowledge and skills). Regarding PD format, the authors found that in 2015 more teachers perceived online and face-to-face workshops, personal learning networks, and conferences as useful. Finally, teacher-led PD and in-class support were suggested as useful by more teachers in 2015. Thus, more personalized, sustained, and situated PD is needed to effectively support K-12 teacher technology integration.
Liao, Y.C., Ottenbreit-Leftwich, A., Karlin, M., Glazewski, K. & Brush, T. (2017). Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration. Contemporary Issues in Technology and Teacher Education, 17(4), 522-548. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study
Guy Trainin & Laurie Friedrich, University of Nebraska-Lincoln, United States; Qizhen Deng, Boise State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 692–721
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