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Technology Integration with the Technology Integration Planning Cycle Model of Professional Development
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, George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to examine how thirty-three teachers in a year-long study engaged with a professional development model guided by the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014). Development of the model drew on multiple perspectives to align with characteristics of high-quality professional development and support meaningful integration of technology to meet instructional goals. The study focused specifically on how teachers’ perceptions of their proficiency with integrating technology, their instruction and instructional planning, and their students’ digital literacy skills were related to participation in the professional development. Drawing on multiple sources of qualitative and quantitative data, findings indicated that selective exposure to digital tools, professional learning communities, and opportunities for reflection were most the most transformative elements of the model for teachers. Further, teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology due to the TIPC framework. Finally, students in classrooms with participant teachers performed significantly better on multiple dimensions of a digital literacy assessment than the control group students.

Citation

Hutchison, A. (2018). Technology Integration with the Technology Integration Planning Cycle Model of Professional Development. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 938-948). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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Cited By

  1. Topics and Sequences in Experienced Teachers’ Instructional Planning: Addressing a ~30-year Literature Gap

    Mark Hofer & Judi Harris, William & Mary School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2443–2452

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.