The evaluation of technology-related professional development, Part 2
Niki Davis, Ann Thompson, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In the U.S. the Enhancing Education Through Technology (EETT) program provides support to states for improving student academic achievement through the use of technology in elementary and secondary schools. Research makes it clear that effective technology-related professional development is important for successful integration and sustainability of technology in education (Culp, Honey & Mandinach, 2003). EETT acknowledges this crucial need, and requires grant recipients to allocate at least 25% of their EETT funds to technology-related professional development. The quality of EETT-funded professional development will influence the effective integration of technology into K-12 teaching and learning. This paper is derived from one of the three literature reviews commissioned by the US Department of Education. It informs a call for a multidimensional evaluation that includes multiple sources of evidence. The use of technology to mediate such professional development is also reviewed. The review draws on research in the USA, UK and Australia.
Davis, N. & Thompson, A. (2005). The evaluation of technology-related professional development, Part 2. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 825-830). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Hilary Wilder, William Paterson University, United States
Journal of Technology and Teacher Education Vol. 20, No. 4 (October 2012) pp. 467–492
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