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The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies
ARTICLE

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Teacher Education and Practice Volume 20, Number 3, ISSN 0890-6459

Abstract

This research examines factors that influenced teachers' decisions to participate in professional development activities and, subsequently, to implement ideas gained through their participation. Twenty-four teachers who were employed by an urban school district shared their perceptions regarding the content, context, and process of a districtwide professional development initiative focused on digital age literacy skills. Results emphasize how factors that are internal and external to the teachers influenced their decisions to adopt and implement initiative-promoted strategies. Teachers' perceptions of the sustainability of new classroom practices, as gained through the initiative, are also discussed.

Citation

Richardson, J.C., Ertmer, P.A., Aagard, H., Ottenbreit, A., Yang, D. & Mack, N.C.G. (2007). The Digital Age Literacy Professional Development Initiative: Factors Influencing Teachers' Implementation of Skills and Strategies. Teacher Education and Practice, 20(3), 239-262. Retrieved October 16, 2019 from .

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