Technology Integration for Instructional Improvement: The Impact of Professional Development
Performance Improvement Volume 51, Number 2, ISSN 1090-8811
Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative-supported and mentor-supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers' attitudes and beliefs on their use of technology in professional development is also discussed.
Potter, S.L. & Rockinson-Szapkiw, A.J. (2012). Technology Integration for Instructional Improvement: The Impact of Professional Development. Performance Improvement, 51(2), 22-27.
Cited ByView References & Citations Map
Supporting Change in Teacher Practice: Examining Shifts of Teachers’ Professional Development Preferences and Needs for Technology Integration
Yin-Chan Liao, Anne Ottenbreit-Leftwich, Michael Karlin, Krista Glazewski & Thomas Brush, Indiana University-Bloomington, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 522–548
Brandi Burton, Mississippi State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2739–2744
Learning Assessments and Program Evaluation Connected to ISTE Standards for Coaches: Preparing Instructional Technology Coaches for K-12 Teachers
Linda Haynes, Danilo Baylen, Yun-Jo An, George Bradford & Adriana d'Alba, University of West Georgia, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1764–1767
Timothy Pelton & Leslee Francis Pelton, University of Victoria, Canada
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4843–4847
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