Examining the Relationship between Technology Usage in the Classroom and Assessment of Online Professional Development Courses: Conclusion of an Online Study
Marvin Howard, Heartland Area Education Agency, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes a study that investigates the relationship between the usage of technology in the classrooms of in-service teachers and their assessment of the efficacy of technology integration with pedagogy and content knowledge in online professional development courses. The purpose of the study is to extend our understanding of technology integration into learning and teaching in a way that is useful to teachers, teacher educators, and staff developers. The data for this study was collected from a survey completed by 829 in-service teachers at the conclusion of an online professional development course. Results indicate a moderate degree of correlation between classroom technology usage and a positive assessment of TPACK integration in the online course.
Howard, M. (2011). Examining the Relationship between Technology Usage in the Classroom and Assessment of Online Professional Development Courses: Conclusion of an Online Study. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1538-1542). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from https://www.learntechlib.org/primary/p/36515/.
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