The Pathway to Nevada’s Future Project: Evaluating Two Years of Online Professional Development
Peter Schrader, Neal Strudler, University of Nevada, Las Vegas, United States ; Loretta Asay, Clark County School District, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
There remains a gap between what students are expected to do in a global, knowledge-based society and what they are trained to do (Apple, 2007; Gee, 2006; PIP, 2008). Numerous efforts have been undertaken to address this, including professional development initiatives that introduce relevant tools and pedagogies. This paper reports findings associated with a two-year professional development project involving middle school technology (e.g., laptops, mobile devices, software, etc.). All training was delivered in a collaborative, online form across a geographically and socially diverse state. Results suggest that the project positively impacted participants’ attitudes, self-efficacy, and ratings associated with their technological, pedagogical, and content knowledge (TPACK).
Schrader, P., Strudler, N. & Asay, L. (2012). The Pathway to Nevada’s Future Project: Evaluating Two Years of Online Professional Development. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4757-4766). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).