CITE Journal Volume 18, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences are planned, implemented, and evaluated. Typically K-12 technology leaders (e.g., technology coaches) are responsible for planning, implementing, and evaluating tech-PD. This study focused on the reported tech-PD design practices of technology leaders who are members of the International Society for Technology in Education (ISTE). Based on data from questionnaire responses (n=153), interviews (n = 6), and artifacts (n = 6), three trends emerged: (a) ISTE technology leaders planned tech-PD experiences based on teacher, administrative, school, and district needs, but did not report conducting formal needs assessments; (b) ISTE technology leaders implemented tech-PD via a variety of approaches, but did not report implementing sustained and continuous tech-PD; and (c) ISTE technology leaders evaluated tech-PD using self-reported teacher data, but did not collect more systematic evaluation data.
Karlin, M., Ottenbreit-Leftwich, A., Ozogul, G. & Liao, Y.C. (2018). K-12 Technology Leaders: Reported Practices of Technology Professional Development Planning, Implementation, and Evaluation. Contemporary Issues in Technology and Teacher Education, 18(4), 722-748. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/180084/.
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