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Assessment of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy and Technology Integration Beliefs and Practices
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, University of New Mexico, 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

A variety of barriers can hinder the effectiveness of technology professional development resulting in underutilized technology resources and lack of integration of those resources within instruction. Multiple methods were used to evaluate the effectiveness of a long-term professional development academy designed to address those barriers. Results revealed significant gains in self-assessed technology skills and computer self-efficacy, with little or no change to technology integration beliefs and practices despite interview data indicating participants felt their teaching had changed due to the academy. Suggestions for the design of long-term technology professional development are discussed.

Citation

Brinkerhoff, J. (2006). Assessment of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy and Technology Integration Beliefs and Practices. 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. 3337-3342). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 24, 2019 from .

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