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Technology Integration: A Case of Professional Development
Article

, Glenville State College, United States

Journal of Technology and Teacher Education Volume 9, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this study was to investigate if a professional development session, teachers' learning styles, or an individ-ual's personal appraisal of problem-solving abilities can be indicator(s) of how technology will be integrated into in-structional practices. The results though limited to this study seemed to indicate some possible relationships in three major areas: (a) the level of confidence a teacher has when problem solving and the method by which a teacher may approach or avoid a problem may be indicators as to the level of technol-ogy integration for that teacher; (b) the level of a teacher's perceived control may be the limiting factor as to whether a teacher may move beyond the integration level in the tech-nology integration hierarchy; and (c) there may be a relation-ship between a teacher's learning style and PSI score and how a teacher designs technology-based instructional activities.

Citation

Nisan-Nelson, P.D. (2001). Technology Integration: A Case of Professional Development. Journal of Technology and Teacher Education, 9(1), 83-183. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 25, 2019 from .

Keywords

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Cited By

  1. Editorial: What We Learned About Technology and Teacher Education in 2018

    Emily Baumgartner & Richard E. Ferdig, Kent State University, United States

    Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517

  2. Providing Quality Technology Professional Development

    Melissa Thomeczek & Tiffany Shelton, Southern Illinois University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1403–1406

  3. K-12 Teachers’ Pedagogical Reasoning in Planning Instruction with Technology Integration

    Yu Feng & Khe Hew, Indiana University, United States

    Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3173–3180

  4. Professional Development: A Rural School District's Experience with Videoconferencing

    Karen Fiege, Kim Peacock & David Geelan, University of Alberta, Canada

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2150–2157

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