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Effects of a professional development initiative on technology innovation in the elementary school
DISSERTATION

, University of North Florida, United States

University of North Florida . Awarded

Abstract

This non-equivalent group study explored the impact of teacher participation in the development and use of a web-based instructional resource on computer utilization by students. The effects of participation in the technology initiative on teacher attitudes toward computers, technology proficiency, and stages of adoption of technology were also investigated. Teacher volunteers participated in a treatment group that received a professional development intervention and a comparison or web access group (WAG) that received no professional development. The treatment, or Professional Development Group (PDG), received instruction that modeled a constructivist hands-on approach to creating technology-rich lessons based on classroom curricula and Internet technologies to encourage technology integration in the classroom. The lessons were posted online using identical websites for both groups and accessed by students of the PDG and WAG teachers promoting the school-wide use of technology as a tool for active, directed learning. Use of the online resource was analyzed descriptively through computer tab usage logs, teacher-reported weekly logs, and number of hits on the websites. Utilization of the online resource by students of the professional development group of teachers was slightly higher than by students of the comparison group of teachers. The findings also indicated that exposure to the professional development intervention increased reported use of integrated applications and encouraged higher stages of adoption by the experimental group of teachers (PDG) than the comparison group of teachers (WAG).

Citation

Pass, D.R. Effects of a professional development initiative on technology innovation in the elementary school. Ph.D. thesis, University of North Florida. Retrieved July 6, 2020 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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