Globalizing Technology Education for Teachers:The Dual Challenge of Strengthening Skills and Changing Perceptions
Lan Li, Timothy Murnen, Bowling Green State University, United States ; Yuchun Zhou, Min Lun Wu, Ohio University, United States ; Yan Xiong, Bowling Green State University, United States
Journal of Technology and Teacher Education Volume 27, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Despite the growing number of international professional development programs, there is very little published research regarding the structures and effectiveness of these programs. This paper shares the design and development of the technology component of an international professional development (PD) program designed for secondary English as Foreign Language (EFL) teachers. Using a one-group, pre- and post-program design, the study examined how the technology component influenced participating teachers’ technology knowledge and skills, and their attitudes and beliefs toward technology integration. The analysis of survey quantitative data indicated that participants’ knowledge of, and skills using, various technologies were significantly increased by completing the program, whereas their attitudes and beliefs toward technology remained unchanged. Qualitative interview results revealed the types of barriers to technology integration. Implications and significance of the study were discussed.
Li, L., Murnen, T., Zhou, Y., Wu, M.L. & Xiong, Y. (2019). Globalizing Technology Education for Teachers:The Dual Challenge of Strengthening Skills and Changing Perceptions. Journal of Technology and Teacher Education, 27(1), 97-116. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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