Exploring Relationships Between Configurations of Technology Use and Professional Development Among Teachers
Andy McArthur, Doctoral Student UNLV, United States ; Kendall Hartley, Neal Strudler, UNLV, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Education reform is an ongoing concern for teachers and administrators. Since the 1980's administrators and others have been looking to technology to support reform (Gulek & Demirtas, 2005). Administrators can be led to think that if teachers are given technology it is seamlessly implemented and student outcomes increase. However, without adequate help, often this does not occur leaving teachers frustrated (Fullan, 2001). Change theory helps in understanding how people change, what predictable stages they go through when changing, and how to effectively implement change (Fullan, 2001; Hall & Hord, 2006; Rogers, 2003). Everyone involved can understand more fully the change process itself, not just technology. Innovation Configuration Maps will be explored as a tool to help teachers and administrators in successfully integrating technology. Also, professional development--which is at the center of any educational reform--and its relationship to technology assimilation will be discussed (Birman, Desimone, Porter, & Garet, 2000).
McArthur, A., Hartley, K. & Strudler, N. (2008). Exploring Relationships Between Configurations of Technology Use and Professional Development Among Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2103-2104). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).