Technology Teachers’ Involvement and Need of Professional Development: Korea and Austria
Ummugulsum Korkmaz, Ayse Tugba Oner, Texas A&M University, 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), Waynesville, NC USA
The purpose of the present study is to compare technology teachers’ professional development involvements and their perception about their needs of professional development in Korea and Austria. Korea and Austria are OECD member countries, which are involved the international assessment PISA and survey TALIS. Korean students’ digital reading score were the highest score in PISA 2009, while Austrian students’ were low. ICT literacy is an essential factor for getting a score in digital reading texts. ICT literacy can be developed by students at school environment and by technology teachers’ help. According to study results, technology teachers in Austria involve professional development activities less than teachers’ in Korea involve. Additionally, teachers in Austria feel that they need less professional development than teachers in Korea reported. It has been also found that there is a small positive relationship between technology teachers’ needs and technology teachers’ involvement to the professional development activities.
Korkmaz, U. & Oner, A.T. (2012). Technology Teachers’ Involvement and Need of Professional Development: Korea and Austria. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1923-1926). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).