Technology Integration: A Case of Professional Development
Paula D. Nisan-Nelson, 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
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.
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 https://www.learntechlib.org/primary/p/8451/.
© 2001 Society for Information Technology & Teacher Education
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