Professional Development to impact the use of computers in the classroom for teaching
Bruce Hoffman, Garav Passi, Hans Sebald, Bradley Fitzgerald, Elsa-Sofia Morote, Dowling College, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study focuses on the use of computers in the classroom as it relates to the amount of staff development days provided by school districts. Further, the study seeks to determine if gender differences exist between use of technology in the classroom as it relates to gender and staff development days. The study was conducted through a survey instrument that was responded by 338 high school teachers in nine-school districts on Long Island, New York. The study determined there was no significant difference between the amount of staff development provided by school districts and teachers’ use of instructional technology within the classroom. However, when they attend more than four days of training they are more likely to see an impact on the use of computers in the classroom. Further, it was determined that female teachers attend professional development days more than their male counterparts.
Hoffman, B., Passi, G., Sebald, H., Fitzgerald, B. & Morote, E.S. (2009). Professional Development to impact the use of computers in the classroom for teaching. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3141-3145). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 10, 2023 from https://www.learntechlib.org/primary/p/31127/.
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