A Process Model for Faculty Development: Individualizing Technology Learning
Article
Jane Howland, Judy Wedman, University of Missouri, United States
Journal of Technology and Teacher Education Volume 12, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
Participants (N = 156) were involved in the teacher preparation program at a large Research 1 university located in the mid-west. The faculty (n = 21) participated in a two-year individualized professional development process to: 1) develop technology knowledge and skill efficacy and 2) integrate technology in teaching. The pre-service teachers (n= 135) were enrolled in the courses taught by the faculty participants. Evaluation of the professional development process included a pre/post questionnaire that yielded data for faculty’ s development of technology knowledge and skill efficacy, integration of technology into courses, and change in teacher practices. The pre-service teachers completed a survey that examined the frequency of technology use during the course in which they were enrolled. Analysis included computing frequencies, means, standard deviations, and significance levels. Results indicated change in faculty skill efficacy in the areas of communication (p<.05), inquiry-based learning (p<.01), feedback and metacognition (p<.01), and problem-solving (p<.05). Results related to technology integration indicated significant change in inquiry-based learning (p<.01), feedback and metacognition (p<.05), problem-solving (p<.01), and content knowledge (p<.05). Results related to changes in teaching practices indicated that the faculty significantly reduced the frequency of lecture (p<.05) and integrated problem-based learning (p<.001) more frequently. Pre-service teachers reported using a variety of technology applications during the courses.
Citation
Howland, J. & Wedman, J. (2004). A Process Model for Faculty Development: Individualizing Technology Learning. Journal of Technology and Teacher Education, 12(2), 239-262. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/4472/.
© 2004 Society for Information Technology & Teacher Education
Keywords
Cited By
View References & Citations Map-
Teacher Professional Development in the Digital Age: Design Considerations for MOOCs for Teachers
Charles Hodges, Georgia Southern University, United States; Patrick Lowenthal, Boise State University, United States; Michael Grant, University of South Carolina - Columbia, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2075–2081
-
Evaluating the Effectiveness of a Personalized, Pedagogy-Based Technology Professional Development Model in Teacher Preparation Programs
Maegan Slaten Biehn & Margaret Rice, University of Alabama, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 772–777
-
Beyond One-Shot Workshops: Three Approaches to STEM Teacher Professional Development
Charles Hodges, Georgia Southern University, United States; Michael Grant, University of Memphis, United States; Drew Polly, UNC Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4795–4800
-
Technology Integration within Physical Education Teacher Education
Helena Baert, SUNY Cortland, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2220–2225
-
A Comparative Analysis of Teacher Education Faculty Development Models for Technology Integration
Yesim Yilmazel-Sahin, Consultant, Center for Applied Linguistics, United States; Rebecca L. Oxford, University of Maryland, United States
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 693–720
-
Professional Development for Teaching One "BITE" at a Time – Description, Application and Lessons Learned for the BITE Initiative
Roy Kam & Josephine Csete, The Hong Kong Polytechnic University, Hong Kong
Global Learn 2010 (May 17, 2010) pp. 846–855
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.